Table of COntenTS About Finish Line English Language Arts 5 Unit 1: Key Ideas and Details in Literary Text 7 LESSon 1 RL.2.1 Understanding Key Details 8 LESSon 2 RL.2.2 Retelling the Story 17 LESSon 3 RL.2.2 Determining the Theme 28 LESSon 4 RL.2.3 Describing Characters and Their Actions 35 Unit 1 Review 43 Unit 2: Key Ideas and Details in Informational Text 49 LESSon 5 RI.2.1 Asking and Answering Questions 50 LESSon 6 RI.2.2 Identifying the Main Topic 58 LESSon 7 RI.2.3 Making Connections in History and Science 65 LESSon 8 RI.2.3 Making Connections Between Steps 73 Unit 2 Review 82 Unit 3: Craft and Structure in Literary Text 88 LESSon 9 RL.2.4 word Meanings and Rhythm in Poetry and Stories 89 LESSon 10 RL.2.5 Describing Story Structure 97 LESSon 11 RL.2.6 Different Points of View: Characters 106 Unit 3 Review 116
Unit 4: Craft and Structure in Informational Text 122 Lesson 12 RI.2.4 Content Word Meanings 123 RI.2.5 Using Text Features: Captions, Headings, Print Types 131 Lesson 14 RI.2.5 More Text Features: Indexes, Glossaries, Electronic Menus 140 Lesson 15 RI.2.6 Identifying Author s Purpose 150 Unit 4 Review 158 Unit 5: integration of Knowledge and Ideas in Literary Text 165 Lesson 16 RL.2.7 Understanding Connections Between Words and Pictures 166 Lesson 17 RL.2.9 Comparing and Contrasting Different Stories 176 Unit 5 Review 188 Unit 6: integration of Knowledge and Ideas in Informational Text 193 Lesson 18 RI.2.7 Using Images to Explain a Text 194 Lesson 19 RI.2.8 Describing Reasons to Support Key Points 204 Lesson 20 RI.2.9 Comparing and Contrasting Different Texts 211 Unit 6 Review 224 Unit 7: Writing on Demand 232 Lesson 21 W.2.2, 5, 6 The Writing Process 233 Lesson 22 W.2.1, 5, 6 Opinion Writing 246 Lesson 23 W.2.2, 5, 6 Informational Writing 251 Lesson 24 W.2.3, 5, 6 Narrative Writing 255 Lesson 25 L.2.1 3 Rules of English 259 Lesson 26 L.2.4, 5 Vocabulary 270 Unit 7 Review 276 Glossary 277
LESSON 13 CCSS RI.2.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. Using Text Features: Captions, Headings, Print Types PART 1 Introduction THEME: Those Lucky Animals Nonfiction writers use text features to show readers where to find key facts and information. They use larger, darker print for headings. This is called bold print. Headings break text into smaller chunks. They make text easier to read. A heading is like a title for a group of paragraphs. Within that group, there might be subheadings. This is another heading that shows what the text will be about. A writer may include photographs to show information about the subject. The sentences under a photograph are the caption. This tells more information about the photograph. Read the passage and look at the picture. Polar Bears Polar bears are the largest bears in the world. They are big, strong, and heavy. Polar bears live near the North Pole, near the Arctic Ocean. They are built to survive in the harsh, frozen north. Their white fur helps them sneak up on prey on the ice and snow. Their padded paws and sharp claws help them walk on ice and snow. After eating, polar bears wash themselves with water or snow. UNIT 4 Craft and Structure in Informational Text 131
1 Introduction What They Eat Polar bears are meat-eaters. They hunt seals, walruses, and even whales. A polar bear is very patient. It will sit by a hole in the ice for hours and wait for a seal to come up for air. A polar bear can kill a seal with just one swipe of its strong paw. Fill in the table to show examples of text features used in the passage. Text Feature Example caption heading subheading bold print 132 UNIT 4 Craft and Structure in Informational Text
2 Focused Instruction Read the first part of the passage. Then answer the questions. Pardon Me, Mr. President The Old Way 1 It was the old way. In November, people met at the White House. They gave a live turkey to President Truman. He looked it over. He gave the turkey a name. He smiled for pictures with it. The President of the United States wished America a happy Thanksgiving. He would see that turkey again. President Truman receiving a Thanksgiving turkey. The turkey would be cooked for his Thanksgiving dinner! It was the same year after year. Think About It What text feature helps you to learn more about US presidents and Thanksgiving turkeys? First, examine the different text features in this passage to locate key information. How does the heading help you read the passage? What does the photograph show? How did you know what was going on in the photograph? UNIT 4 Craft and Structure in Informational Text 133
2 Focused Instruction A CloseR Look Which US presidents spared the lives of turkeys? Look at paragraph 2 on this page. Circle all of these presidents names. Continue reading the passage. Then answer the question. The Last 20 Years 2 President John F. Kennedy felt bad for the turkey. He did not want to eat it. He said he wanted to keep the bird. Maybe he did. The first president to spare the turkey s life was George H. W. Bush. President Bill Clinton saved eight turkeys. Then, President George W. Bush saved eight of them. In 2009, President Obama pardoned his first White House turkey. A New Way 3 Today, the president gets a turkey. He names the turkey. He pardons the turkey. The turkey is saved from the White House dinner table. From 2005 to 2010, the pardoned turkey went to Disneyland. It led the Thanksgiving Day parade. The bird spent the rest of its life there. After 2010, turkeys were sent to Mount Vernon, which was George Washington s home! From 2013 on, the birds were sent to Morven Park in Virginia. What appears underneath the headings in this passage? How do the headings make the text easier to read? A They explain the meanings of unfamiliar words. B They tell you more about the photographs. C They break the text into smaller chunks. D They are written in bold. Discuss It Find the bold word in the passage. As a group, talk about what this word means. Why do you think this word is in bold print? 134 UNIT 4 Craft and Structure in Informational Text
3 Guided Practice Read the passage. Then answer the questions. A CloseR Look Circle the headings and subheadings in the passage. How are they helpful? adapted from This Bug Doesn t Bite But It Can Stink Up Your House! Stink bugs are shaped like shields and have brown spots. 1 There s a new bug in town, and it s causing quite a stink. 2 The brown stink bug, named for its brown spots and smell, is sneaking into people s houses. 3 Outdoors, it could damage apples, peaches, and other plants. But for now, the biggest problem is indoors. 4 The bug crawls through tiny cracks in homes to look for a warm place to stay. Many insects can t survive the winter cold. Why the Bug Stinks 5 The stink bugs don t hurt people. But they will release a bad smell. Scientists think this is a way to keep birds and lizards from eating the bug. Sometimes a house is so warm that the bugs wake up. Then they fly all around! UNIT 4 Craft and Structure in Informational Text 135
3 Guided Practice 6 All of the stink bugs will wake up in the spring. They will leave the house, but they may return in the fall. 7 To fight this pest, scientists are trying to find ways to control its spread. How to Debug 8 If you find a stink bug, do NOT squash it or vacuum it up. It will release its bad smell. Here are two good ways to get rid of a stink bug. First Way 9 The best way to get a stink bug out of your house is to put it outside. Get the bug to walk onto something, such as a newspaper. Then you can carry it outside. Second Way 10 If you don t want the stink bug to come back, here is another way to get rid of it. You could also gently collect it on a piece of tissue and flush it down the toilet. Read the sentence under the photograph. 1 What information do you learn only from reading the caption? A Stink bugs have brown spots. B Stink bugs are shaped like shields. C Stink bugs don t hurt people. D Stink bugs can fly. 136 UNIT 4 Craft and Structure in Informational Text
3 Guided Practice A subheading is a title for a paragraph that comes below a heading. 2 Which of these choices is a subheading? A Why Bugs Stink B Pest C How to Debug D First Way What is the main information contained in this chunk of text? 3 Why would a reader go straight to the heading How to Debug? UNIT 4 Craft and Structure in Informational Text 137
4 Independent Practice Read the article. Then answer the questions. adapted from Get a Job! Scientists sometimes put insects to work in their labs. They want to learn more about how insects act. The Mormon Cricket 1 The Mormon cricket is a hard-working creature. To learn more about this insect, scientists put a micro-radio transmitter on it. A transmitter sends out radio signals. This helps scientists gather data. 2 Scientists wanted to learn how far flightless Mormon crickets, insects that don t fly, can travel. Mormon crickets sometimes form groups of millions. They travel across Colorado and other western states. 3 One cricket walked more than 1 1 miles in 4 a day, including across steep hills and valleys! How Many Insects? 4 Scientists have identified around 900,000 different kinds of living insects. Some scientists estimate that there are 10 quintillion insects alive at any given moment. That s 10,000,000,000,000,000,000 insects! Scientists put transmitters on Mormon crickets to discover where they travel. This could help prevent damage to the crops that crickets eat. 1 Where would you look to find more information about the numbers of insects that live on Earth? A The Mormon Cricket B Transmitter C Flightless D How Many Insects? 138 UNIT 4 Craft and Structure in Informational Text
4 Independent Practice 2 What information do you learn from the photo and caption that is not in the article? 3 What two features are in bold in this text? A important words B caption C introduction D headings E photograph 4 How do the two headings in this article make the text easier to understand? UNIT 4 Craft and Structure in Informational Text 139