Literacy - Benchmark Resources - Benchmark Education Company

2 

Teacher’s Guide Grade 2 • Unit 1 

Week 

Benchmark 

Literacy 

TM 

Ask Questions/Identify Main Idea 

and Supporting Details 

Unit 1/Week 2 at a Glance 

Day 

ONE 

TWO 

Mini-Lessons 

• Activate Prior Knowledge: Concept Web 

• Introduce the Book 

• Front-Load Academic Vocabulary 

• Read Pages 2–3: Ask Questions/Identify Main Idea 

and Supporting Details 

• Read Pages 4–9: Identify Main Idea and 

Supporting Details 

• Focus on Nonfiction Text Features: Maps 

THREE • Read Pages 10–13: Identify Main Idea and 


• Focus on Text Structure and Organization: 

Sequence of Events 

FOUR • Read Pages 14–17, 18–19: Identify Main Idea and 


• Summarize and Synthesize Information: Explore Concepts 

Using a Problem and Solution Chart 

FIVE 

• Shared Writing: Use Main Ideas and Details to Write a 

Personal Narrative 

® 

B 

e n c h m a r k E d u c a t i o n C o m p a n y

Day One 

Read-Aloud (10 m i n u t e s) 

Select a favorite fiction read-aloud from your classroom or school library with 

which to model the metacognitive strategy “Ask Questions.” Use the sample 

read-aloud lessons and suggested titles in the Benchmark Literacy Overview. 

Mini-Lessons (20 m i n u t e s) 

Activate Prior Knowledge: Concept Web 

Display a blank Endangered Animal Concept Web (BLM 1) like the one shown 

here. 

Nonfiction Big Book 

Lesson Objectives 

Students will: 

• Build academic vocabulary and 

concepts related to endangered 

whooping cranes. 

• Ask questions about a text. 

• Identify main ideas and supporting 

details using a graphic organizer. 

• Identify and discuss nonfiction 

text features (table of contents, 

glossary). 

• Build oral language and vocabulary 

through whole-group and partner 

discussion. 

Related Resources 

• Endangered Animal Concept Web 

(BLM 1) 

• Vocabulary Notebook (BLM 2) 

• Identify Main Idea and Supporting 

Details (BLM 3) 

• Write the Details (BLM 4) 

Say: An endangered animal is an animal that is in danger of disappearing. 

• Why are some animals endangered? 

• How can you help endangered animals? 

Model sentence frames. Support ELLs by modeling how you use the 

following sentence frames: 

Some animals are endangered because . 

I can help endangered animals. I can . 

Open discussion. Record students’ responses on the Endangered Animal 

Concept Web. Ask why it is important to help save endangered animals. 

Make cultural connections. Invite students who have read about, lived in, or 

visited different countries or places to tell about endangered animals they have 

seen or learned about. 

Tell students that this week they will be reading a book about an endangered 

animal called the whooping crane and while they read the book they will 

return to the Concept Web to add more information. 

protect 

forests 

How to Help 

elephant 

whale 

Animals 

Endangered 

tiger 

cutting 

down trees 

Sample Endangered Animal Concept Web Annotations (BLM 1) 

Dangers 

pollution 

2 

Benchmark Literacy • Grade 2 • Unit 1/Week 2 

©2011 Benchmark Education Company, LLC

Day One 

Introduce the Book 

Display the book Bringing Back the Whooping Crane on an easel. 

Show students the book cover. Read aloud the title and the authors’ 

names. Invite students to identify and discuss what they see in the cover 

photograph. 

Ask: • What do you predict this book will be about? 

• Is this book fiction or nonfiction? 

• How do you know? Allow responses. 

If necessary, point out that this is a nonfiction book. Explain that the 

photograph of a real whooping crane provides one clue that readers 

can use to predict the genre and topic of the book. 

Turn to the Table of Contents. Read the entries with students. 

Ask: Why do you think this book has a Table of Contents? Allow 

responses. 

Guide students to understand that the Table of Contents helps readers 

know how the information in a book is organized and what they can 

find out by reading the book. 

Ask: • What would I read about in “Cranes in Danger”? 

• Where would I read about how to save whooping cranes? 

Front-Load Academic Vocabulary 

Open to the Glossary on page 20. Point to each word, read the 

definition, and use the word in a sentence. 

If you have students whose first language is Spanish, ask: Does habitat 

sound like a word you know in Spanish? (Allow responses.) The English 

word habitat sounds like the Spanish word el hábitat. Habitat and 

el hábitat mean the same thing. Repeat for other cognates in the book: 

migrate/migrar; species/las especies. 

Ask students to predict what each word means and use each word in a 

sentence. 

Make Content Comprehensible 

for ELLs 

Beginning and Intermediate 

Use realia and images from the book to 

discuss whooping cranes. Point to the 

images on the cover and Table of Contents 

and say: This bird is a whooping crane. A 

whooping crane is . (white, big, 

tall) It has . (wings, a long neck, 

black legs) It can . (fly, stand) 

Have students repeat the sentences with 

you. 

All Levels 

If you have students whose first language 

is Spanish, use the English/Spanish 

cognates provided in the Front-Load 

Academic Vocabulary section on this page. 

Pair ELLs with fluent English speakers 

during partner discussions and activities. 

Model the use of academic sentence 

frames to support ELLs’ vocabulary and 

language development. (See suggested 

sentence frames provided.) 

Support Special Needs Learners 

Throughout the week, use the following 

strategies to help students who have 

learning disabilities access the content 

and focus on skills and strategies. 

Spend additional time previewing 

each chapter to build background and 

vocabulary. 

Read aloud the text more than once for 

students who would benefit from auditory 

input. 

Use the graphic organizer activities to build 

students’ schema related to the book’s 

content. 

Validate and support students’ efforts to 

participate in instructional conversations 

and activities. 

©2011 Benchmark Education Company, LLC Benchmark Literacy • Grade 2 • Unit 1/Week 2 3

Day One 

Gcaptivity 

endangered 

habitat 

lossary 

kept within bounds; birds in captivity 

are not free to fly where they want 

in danger of disappearing 

an area where plants, birds, or 

animals are able to live 

Display or print the Vocabulary Notebook page (BLM 2). Ask students to 

review the Glossary words. Encourage partners to share what they know about 

each word. Then have pairs share with the class. Write students’ ideas on the 

Vocabulary Notebook page, or have students write or draw independently. 

migrate 

species 

ultralight 

wingspan 

to travel from one part of the world to 

another and back again every year 

a group of animals, different from all 

other groups 

a type of small aircraft that does not 

weigh a lot 

the distance from the tip of one wing 

to the tip of the other 

Say: You will learn more about these words as we read the book. 

Read Pages 2–3 

Content Comprehension: Ask Questions/Identify Main Idea 

& Supporting Details 

20 

Glossary, page 20 

BLM 2 

Name 

Date 

Vocabulary Notebook 

My word to think about is ___________________________________________________. 

________________________________________________________________________________ 

________________________________________________________________________________ 

________________________________________________________________________________ 

Read aloud pages 2–3 to students. 

Display or print an Identify Main Idea and Supporting Details graphic organizer 

(BLM 3). 

Explain. Say: A nonfiction book provides information. How can you make 

sure that you understand the information? As you read, you can think about 

the important ideas. The most important ideas are called the main ideas. 

Sometimes main ideas are stated right in the text. You can usually tell what 

the main ideas are by thinking about details, or facts, that you read. The 

details tell about, or support, the main ideas. 

Activate metacognitive strategies. Say: Good readers ask themselves 

questions to help them understand main ideas and details. Asking questions 

helps them focus on what information is most important. Let’s read page 2 

again. I’ll ask myself questions that help me identify the main idea and 

supporting details. 

________________________________________________________________________________ 

________________________________________________________________________________ 


©2010 Benchmark Education Company, LLC 

Vocabulary Notebook (BLM 2) 

Model. Say: The title of this chapter is “Now You See Them.” When I read 

the title, I ask myself, “What are the authors referring to?” The first sentence 

reads, “Have you ever seen a whooping crane?” I ask myself that question, 

and my answer is the same as the next sentence: “Probably not!” When I read 

on, I learn some facts, or details. I learn that there are only a few hundred 

whooping cranes left, and 60 years ago, there were only about 20. Why are 

the authors giving me these details? They must want me to understand why 

I have not seen a whooping crane. I think that this is the main idea: You 

probably have not seen a whooping crane. The details support that main 

idea. I will use a graphic organizer to show the main idea and supporting 

details. 

Write the main idea and details on the graphic organizer. Save your graphic 

organizer to add to later. 

4 



Day One 

Pages 2–3 

Main Idea 

You probably have not 

seen a whooping crane. 

Details 

• only a few hundred 

now 

• 60 years ago, only 20 

Sample Identify Main Idea and Supporting Details Annotations (BLM 3) 

Say: On this page, you read about why you probably have not seen a 

whooping crane. Why haven’t many people seen one? Record students’ 

responses on the Endangered Animal Concept Web (BLM 1). 

Connect and transfer. Say: When you read a nonfiction book on your own 

or during small-group reading, remember to ask yourself questions to help 

you focus on the important ideas. 

Small-Group Reading Instruction (60 m i n u t e s) 

Based on students’ instructional reading levels, select titles that provide 

opportunities for students to practice identifying main ideas and details. See 

the list provided on the Small-Group Reading Instructional Planner. 

Use the before-, during-, and after-reading instruction provided in the 

Teacher’s Guide for each text. 

Comprehension Quick-Check 

Observe whether students are able to 

articulate the main idea and details on 

the page. If they have difficulty, use the 

following additional explicit instruction. 

Say: The main idea is the big idea that the 

author wants you to know. On this page, 

the big idea is that you probably have not 

seen a whooping crane. The supporting 

details tell why. Find the details. 

Reread the page with students. Ask them 

to point to and read specific details on the 

page. 

Return to your graphic organizer. Say: 

We wrote the main idea and details on 

our graphic organizer. Let’s read them 

together. 

Home/School Connection 

Have students take home BLM 4 and work 

with family members to think of three 

details that support the main idea that 

trees are important. Tell students to write 

the supporting details on their graphic 

organizer. 

Individual Student Conferences (10 m i n u t e s) 

Confer with individual students on their text selections and application of 

strategies. Use the Reading Conference Note-Taking Form to help guide your 

conferences. 

BLM 4 

Name 

Date 

Write the Details 

Directions: Write three details that support the main idea below. 

Main Idea 

A tree is important. 

Phonics Workshop (20 m i n u t e s) 

Detail 1 Detail 2 Detail 3 

Use the Day 1 instruction provided in SpiralUp Phonics Skill Bag 2. 


©2010 Benchmark Education Company, LLC 

Write the Details (BLM 4) 


Day Two 


Select a favorite fiction read-aloud from your classroom or school library with 

which to model the metacognitive strategy “Ask Questions.” Use the sample 

read-aloud lessons and suggested titles in the Benchmark Literacy Overview. 



Content Comprehension: Identify Main Idea & 





• Build academic vocabulary and 

concepts related to endangered 


• Ask questions about a text. 



• Identify and discuss nonfiction text 

features (maps). 



discussion. 

Say: Yesterday we read about why you probably have not seen a whooping 

crane. Why haven’t you? What else did you learn about whooping cranes? 

Allow responses. 

Say: Today we’ll read more about whooping cranes. As we read, we’ll look 

for the main idea and supporting details. Remember to ask yourself questions 

as we read. Asking questions will help you clarify information and identify the 

main idea and supporting details. 

Read aloud pages 4–9. 

Invite students to turn and talk with partners to discuss the main idea of the 

pages and details that support the main idea. Students can use the following 

academic sentence frames: 

I think the main idea is . 

The supporting details are . 

Bring students together to share their ideas. As a group, record the main idea 

and details in the boxes on the graphic organizer. 



(BLM 1) 



Pages 4–9 

Main Idea 

The cranes disappeared 

for three main reasons. 

Details 

• loss of habitat 

• overhunting 

• egg collecting 


Say: In this chapter, you read about why the whooping cranes were in 

danger. Let’s add what you learned to our Concept Web. 

6 



Day Two 

Focus on Nonfiction Text Features: Maps 

Draw students’ attention to the map on page 8. 

Ask: What is a map? (Allow responses.) That’s right! Maps are drawings that 

show the whole world or different parts of the world. Mapmakers use symbols 

to help readers understand maps. This map shows where whooping cranes go 

when they migrate south. 

Ask: Why do you think the authors included this map in their book? How does 

it help you as a reader? Allow responses. Students should understand that the 

map helps them visualize where in the world the whooping cranes go when 

they migrate south. Explain that sometimes a map includes information that 

text alone does not provide. 

Ask: When you look at this map, how can you tell where the whooping cranes 

fly? Allow responses. If necessary, explain that the red line shows the migration 

route. 

Point to the compass rose and discuss the directions. Ask: Where do the birds 

begin? In what direction do they fly? Where do they end? What do you think 

the birds will do in the spring? 

Connect and transfer. Say: Pay attention to maps when you find them in 

books you are reading. Ask yourself, “What information are the maps giving 

me? How can the maps help me understand the main ideas and details I am 

reading about?” 


for ELLs 


Say sentences or sentence frames for the 

photos on pages 6–9: This is a habitat. 

This is water. This is grass. This is a marsh. 

Have students point and repeat. 

Advanced 

Have students tell about the photos on 

pages 6–7. Write the sentences on selfstick 

notes to make captions. 

All Levels 


is Spanish, share these English/Spanish 

cognates: habitat/el hábitat; disaster/ 

el desastre; disappear/desaparecer; 

migrate/migrar. 



Model the use of academic sentence 

frames to support ELLs’ discussion of 

main ideas and supporting details. (See 

suggested sentence frames provided.) 


Take note of which students can or cannot 

contribute to the discussion of the main 

idea and supporting details for pages 4–9. 

Use the following activity to provide 

additional instruction. 

Write this main idea on a sentence strip: 

Many animals live outside. Then ask 

students to give supporting details: A 

lives outside. Write their details 

on separate sentence strips. 

Work together to use the sentence strips 

to create a main idea and details graphic 

organizer. 


Day Two 

Oral Language Extension 

During independent workstation time, pair 

students to discuss details that support this 

main idea: Whooping cranes are big birds. 

Suggest they use photos and the facts 

on page 3 for ideas. Tell students to be 

prepared to report on their conversation 

during individual conference time. 


Have students draw a simple main idea 

and supporting details graphic organizer 

on notebook paper. There should be one 

box for the main idea and three boxes 

for supporting details. Have them write 

the following sentence in the main idea 

box: Many animals are endangered. Ask 

students to work alone or with a family 

member at home to write three complete 

sentences that support the main idea. 




the list provided on the Unit at a Glance chart. 






conferences. 



8 



Day Three 


Select a favorite nonfiction read-aloud from your classroom or school library 

with which to model the metacognitive strategy “Ask Questions.” Use the 

sample read-aloud lessons and suggested titles in the Benchmark Literacy 

Overview. 





Say: Yesterday we read about why whooping cranes were in danger. What 

are three reasons that you learned about? Allow responses. 

Say: Today we’re going to read more about whooping cranes. As we read, 

we’ll look for a main idea and supporting details. Remember to ask yourself 

questions to help you understand what you read. 

Read aloud pages 10–13. 

Invite students to turn and talk with a partner to discuss the main idea of the 

pages and details that support the main idea. Students can use the following 

academic sentence frames: 

I think the main idea is . 

The supporting details are . 

Bring students together to share their ideas. As a group, record the main ideas 

and details in the boxes on the graphic organizer. 

Pages 10–13 

Main Idea 

People are trying to save 


Details 

• declared them 

endangered species 

• made it illegal to hunt 

them or take eggs 

• started International 

Whooping Crane 

Recovery Team to bring 

back flocks 




• Ask questions about the text. 



• Learn about nonfiction text 

structures (sequence of events). 



discussion. 



(BLM 1) 

• Vocabulary Notebook (BLM 2) 




Say: On these pages, you read about ways to save whooping cranes. Let’s add 

what you learned to our Concept Web. 


Day Three 


for ELLs 

Beginning 

Point to and name things in the photos 

on page 13: eggs, chick, pens (showing 

captivity), in the wild. Have students 

repeat. 

Intermediate and Advanced 

Have students tell what happens first, next, 

then, and last in the photos on page 13. 

Say: First, the hatch. Next, the 

eats. Then, chicks 

outside. Last, a chick . 

All Levels 



cognates: species/las especies; illegal/ 

ilegales; form/formar. 



Support discussion of the main idea and 

supporting details by using the academic 

sentence frames provided. 


As students turn and talk with a partner, 

monitor their conversations to identify 

which students can or cannot identify main 

ideas and details independently. Based on 

your observations, identify students who 

need additional explicit reinforcement of 

the strategy during small-group reading 

instruction. 


Have students take home the Vocabulary 

Notebook page (BLM 2) and focus on one 

of these words: captivity, endangered, 

species, or flock. Encourage students to 

share with a family member how the word 

relates to whooping cranes. 

Focus on Text Structure and Organization: 

Sequence of Events 

Explain to students that authors organize nonfiction texts in different ways 

depending on the type of information they are communicating. For example, 

sometimes an author wants to describe something. Other times, an author 

wants to tell about a problem and how it is solved. 

Say: The authors of this book want us to understand how the number of 

whooping cranes has changed over time. To do this, they need to write about 

events in the correct order. They use a sequence-of-events text structure. 

Begin a time line with facts from page 4. Have students find other facts from 

pages 5–13 to add to the time line. Point out signal language, such as the use 

of dates (By 1940, in 1970, by the early 1980s). Then discuss the sequence-ofevents 

structure in the photo diagram on page 13. 

Connect and transfer. Say: Remember, many nonfiction books have a 

sequence-of-events text structure. Look for this as you read. Pay attention 

to the signal language the author gives. This will help you figure out the 

sequence of events. 










conferences. 



10 



Day Four 


Select a favorite nonfiction read-aloud from your classroom or school library 

with which to model the metacognitive strategy “Ask Questions.” Use the 

sample read-aloud lessons and suggested titles in the Benchmark Literacy 

Overview. 


Read Pages 14–17, 18–19 



Invite students to use the Identify Main Idea and Supporting Details graphic 

organizer to retell the main ideas and details that they have read about so far. 

Read pages 14–17 and pages 18–19 to students. 

Have students turn and talk to a partner to discuss the main idea of pages 

14–17 and the details that support the main idea. Remind them to focus on 

the author’s sequence-of-events text structure to help them find details that 

support the main idea. 

Invite pairs of students to share their ideas. As a group, compare different 

students’ ideas and develop a consensus on the best main idea for pages 

14–17. Record the group’s ideas on the graphic organizer. 

Pages 14–17 

Main Idea 

You need to teach 

cranes to migrate. 

Details 

• play sounds of 

ultralight and mother 

when chicks hatch 

• have young birds 

follow ultralight 






• Use academic sentence frames to 

summarize and synthesize content 

information. 



(BLM 1) 



• Problem and Solution Chart 

(BLM 5) 


Say: On these pages, you read about teaching whooping cranes to migrate. 

What information can we add to our Concept Web? 


Day Four 


for ELLs 


Have students point to the ultralight on 

page 15 and repeat: This is an ultralight. 

Have students point to the ultralight on 

page 17 and repeat: This ultralight can fly. 

The flock follows it. 

All Levels 



cognates: migrate/migrar; sounds/los 

sonidos; incredible/increíble; protect/ 

proteger. 



Provide academic sentence frames to 

help ELLs summarize and synthesize 

information from the big book. (See 

suggested sentence frames provided.) 


During the Summarize and Synthesize 

activity, note which students are and 

are not able to identify and discuss the 

problems and solutions. Say: To identify 

problems and solutions, you need to 

focus on the main ideas and details that 

you read about whooping cranes. What 

problems do whooping cranes have? 

How have people helped to solve those 

problems? How does our Problem and 

Solution Chart help you identify main 

ideas and details? 

During independent student conferences, 

review the Problem and Solution Chart 

with students and review how it helps 

them understand main ideas and 

supporting details. 

Summarize and Synthesize Information: Explore Concepts 

Using a Problem and Solution Chart 

Display a Problem and Solution Chart (BLM 5) for Bringing Back the 

Whooping Crane. 

Lead a discussion to refine and synthesize students’ understanding of why 

whooping cranes were in danger and what was done to save them. 

Have students read each problem and discuss its solution. Write the solution 

on the chart. 

When the chart is complete, invite students to share their understanding of 

the problems and solutions. You can scaffold their responses by providing the 

following academic sentence frames: 

One problem that endangered whooping cranes was . 

One solution to that problem was to . 

Connect and transfer. Say: We focused on identifying main ideas about why 

whooping cranes became endangered and how to save them. We used details 

to help us figure out the main ideas. You can do this whenever you read 

nonfiction. Asking questions can help you identify main ideas and supporting 

details. 

Problem 

Hunters shot whooping 

cranes, and people took 

their eggs. 

Problem 

In the 1980s, there 

was only one flock of 

whooping cranes left. 

Problem 

Chicks did not know how 

to migrate. 

Solution 

Whooping cranes became 

an endangered species. 

People could not hunt 

them or take their eggs. 

Solution 

The International 

Whooping Crane 

Recovery Team started 

to hatch eggs to make 

more flocks. 

Solution 

People used ultralight 

aircraft to teach the chicks 

to migrate. 

Sample Problem and Solution Chart Annotations (BLM 5) 

12 



Day Four 



opportunities for students to practice identifying main ideas and details. 

See the list provided on the Unit at a Glance chart. 






conferences. 



Oral Language Extension 

During independent workstation time, 

invite pairs of students to share the 

academic vocabulary words they explored 

at home. Ask them to use the following 

sentence frames as they discuss their 

words: 

Whooping cranes are an endangered 

species because . 

Whooping cranes are hatched in 

captivity so . 

A flock of whooping cranes follows the 

. 


You may wish to have students take 

home a copy of the Endangered Animal 

Concept Web (BLM 1) and record or 

draw their own ideas about endangered 

animals based on their understanding of 

the big book concepts. Use this activity as 

an informal assessment of students’ text 

comprehension. 


Day Five 


Revisit the week’s read-alouds to make text-to-text connections and provide 

opportunities for reader response. Use the suggested activities in the 

Benchmark Literacy Overview, or implement ideas of your own. 


Shared Writing: Use Main Ideas and Supporting Details to 

Write a Personal Narrative 




• Use main ideas and supporting 

details to write about a whooping 

crane. 



(BLM 1) 



• Problem and Solution Chart 

(BLM 5) 

Say: Let’s look at our Identify Main Idea and Supporting Details graphic 

organizer and our Problem and Solution Chart. We learned many details 

about why whooping cranes became endangered and how we can help them. 

We can use this information to write a story. 

Say: Let’s pretend that we are whooping cranes. We want to write a story 

about something special that happened to us. We could write about the day 

we hatched from our eggs, or we could write about learning to migrate. What 

else could we write about? 

Work with students to decide on what experience to write about. As a group, 

decide on a title for your writing. 

Help students construct a strong opening sentence for their story. Ask: What 

could you write to get people to want to keep reading? 

Help students use details from the charts to create sentences describing the 

experience. Prompt students with questions like: What might happen to the 

whooping cranes? What would they see and hear? How would they feel? 

Write students’ sentences on chart paper. 

Reread the sentences with students, inviting them to think about the order 

of events in the story. Remind students that writers often use a sequence-ofevents 

text structure. 

Model how writers edit and revise their work by checking spelling, 

punctuation, and grammar. 

Display your class story on a classroom or corridor wall to share with others. 

Connect and transfer. Say: We have just used the sequence-of-events text 

structure to write a story about a whooping crane. Remember to use this text 

structure whenever you need to tell about events that happen in order. 

14 



Day Five 

Pages 2–3 

Main Idea 

You probably have not 

seen a whooping crane. 

Pages 4–9 

Main Idea 

The cranes disappeared 

for three main reasons. 

Pages 10–13 

Main Idea 

People are trying to save 


Pages 14–17 

Main Idea 

You need to teach 

cranes to migrate. 

Details 

a few hundred now; 

60 years ago, only 20 

Details 

loss of habitat, 

overhunting, egg 

collecting 

Details 

declared endangered 

and illegal to hunt; 

started recovery team 

Details 

teach young birds to 

follow ultralight 



Writing Model 

Flying Home! 

Hi! My name is Whoop. 

I’m a whooping crane. 

I was born in captivity. 

That means that I did 

not have a mom. When 

I hatched, though, I heard 

a mom. I heard another 

sound, too. It was an 

ultralight aircraft. You 

might wonder why I 

heard that sound! Well, 

in winter, I need to migrate 

south. Most birds follow 

their moms, but I don’t have 

a mom. So last winter, I 

followed the ultralight all 

the way to Florida. Now I’m 

here in the sunny, warm 

weather. Next spring, I 

will fly back home. 









conferences.

Literacy - Benchmark Resources - Benchmark Education Company

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