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Reading Informational Text

RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

RI.2.2 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.

RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.

RI.2.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.


W.2.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.

W.2.8 Recall information from experiences or gather information from provided sources to answer a question.

Speaking and Listening

SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.

SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

SL.2.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.


L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

L.2.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.


This Grade 2 lesson titled “SIT-IN – HOW FOUR FRIENDS STOOD UP BY SITTING DOWN by Andrea Davis Pinkney” and cited on has a suggested instructional time of 5 days, at least 20 minutes per day. For the each of the five readings, the teacher asks students to listen and focus on a different topic: how our perceptions of fairness and equality have changed over time; how the author uses figurative language to express people’s perceptions about fairness of equality; how the four students’ perceptions of fairness and equality cause them to take action to bring about change; how the author uses quotations from Dr. Martin Luther King Jr. to share people’s thoughts on fairness and equality; the timeline in the back of the text. Activities in the lesson include students: sharing their thoughts in discussions; helping to create anchor charts; using the book to find evidence to respond to text-dependent questions; role-playing. The culminating task asks students to write a personal narrative from the perspective of one character, describing how the character feels about fairness and equality, as well as what actions were taken to bring about change in other people’s perceptions.


Connecticut teachers are cautioned that the teacher notes and preparation materials will require familiarity to be used effectively. Additional time and support may be necessary to meet the needs of all students. While there is a sample response to the writing, a CCSS-aligned rubric should be created to elicit direct, observable evidence of the degree to which a student can independently demonstrate all of the major targeted standards listed above. In order to complete this lesson as intended, each student will need a copy of the text. Since the lesson topic also aligns with the Connecticut Elementary Social Studies C3 Frameworks Standards, these standards could also be added. For a direct link to this source, see below:

Connecticut Elementary and Secondary Social Studies C3 Frameworks


This lesson is an exemplary example of how to focus on challenging sections of a complex narrative text. It engages students in a productive struggle through text-dependent questions and other supports that gradually build toward independence. The lesson cultivates student interest and engagement in reading, writing, and speaking about texts. Instruction focuses on building students’ academic vocabulary in context throughout the lesson. The lesson plan addresses instructional expectations and is easy to understand and use. Extension activities and other resources are included in the teacher materials.

A YouTube video of a reading of the book