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Grade 2 · unit review

Review: Read Features and Write Useful Information

Apply choose a feature for a task, distinguish text organization, use a definition sentence, choose a procedure opening using supplied texts and original responses.

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Bring the unit skills together

Use these 4 new cases to check your reasoning. Choices are temporary and are not saved to an account, sent to staff or recorded as school grades. Download your current review choices before leaving or reloading.

Unit review questions
1. Need: meaning of nest. Signals: dry ground versus wet ground. Definition phrase: for instance, a robin nest. Procedure begins: gather the paper. Which feature would answer the stated reading need?
Need a hint?
  • An index is often alphabetical.
  • A heading names a section; it does not necessarily define a term.
2. Need: meaning of nest. Signals: dry ground versus wet ground. Definition phrase: for instance, a robin nest. Procedure begins: gather the paper. Which organization is stated by the supplied signal words?
Need a hint?
  • Unlike signals a contrast.
  • A list of colors is description, not a time sequence.
3. Need: meaning of nest. Signals: dry ground versus wet ground. Definition phrase: for instance, a robin nest. Procedure begins: gather the paper. What job does the supplied final definition phrase perform?
Need a hint?
  • A mammal is a category.
  • A place does not replace the meaning of a word.
4. Need: meaning of nest. Signals: dry ground versus wet ground. Definition phrase: for instance, a robin nest. Procedure begins: gather the paper. Which action should come first under the stated instruction order?
Need a hint?
  • First marks an opening action.
  • Do not assume every procedure uses the same order.

The download contains your current choices and any checked feedback. Keep the separate transfer-task work in your own document; downloading its instructions does not mark it complete.

Use the skills in a new task

Make a short complete response demonstrating the four skills in this unit. Write a short how-to guide for making a paper name card. Supplied process: gather paper, fold it, write a name, display it. Use time words, define name card as a folded paper sign, and draw a labeled diagram of the fold. Longer writing targets in optional extensions can be completed in a later session.

Work on paper or in your own document. Explain the choices you made.

  • State the reading need and match it to a feature before inventing an answer.
  • Read the actual relationship among sentences and use the supplied signals to confirm the structure.
  • Read what the final phrase adds to the term. Decide whether it classifies, illustrates, contrasts or locates.
  • Trace the stated order and find its first action. Check that later actions do not need missing materials.
Compare with a model response

Heading: Make a Paper Name Card. First gather paper. Next fold it so it can stand. Then write a name. Finally display it on the table. A name card is a folded paper sign showing a name. My diagram labels the fold and name. The time words show order; the definition gives the category sign and its distinguishing name-display job.

A different response can also meet the criteria. Compare the evidence and reasoning, rather than copying the wording.