Activity 02

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Reading (“Day 2”)


3:15 Instructions for Activity 02


Scroll down to find guidelines and suggestions for “Day 2” reading day. From this page, launch the standard “Day 2” instructor presentation. Print student note-capture handouts. Launch a “Day 2” rubric for student review. Optionally, purchase “Day 2” Student Note Capture workbook from Amazon.

Standard “Day 2” Reading Day Material

Standard Suggestion and Example

After the “Day 1” introduction is completed, we recommend that instructors assign reading from their classroom textbook.

As an example, pages 42-62 introduces “Matter” in the textbook  “Physical Science.” In this example, first present the “Day 1” topic 12 introduction. Then assign “Day 2” reading as the next lesson.

  • Day 1 – Use introduction lesson (Physical Science topic 12)
  • Day 2 – Assign reading from a textbook (e.g., pages 42-62)

Reading Accommodations and Modifications

Some students have IEP modification requirements.  Modifications are WHAT students are taught or expected to learn. Alternative textbooks may serve this purpose.

As examples, scan the index of two middle-school textbooks. These are lower-grade-level alternatives. Students needing modification may require an alternative (lower-level) textbook. Lower level textbooks may serve as appropriate modifications. Modifications are WHAT students are taught or expected to learn.

Accommodations are HOW students learn. Textbooks on a CD-ROM may serve as an appropriate accommodation. In this example, the CD-ROM may offer the exact word-for-word content as the textbook itself. A student unable to read a textbook due to a variety of limitations might instead be assigned to listen to the content from a CD. Peer reading may be another accommodation approach.

1 Padilla, M. (2007). Science Explorer: Grade 7. Boston, MA. Pearson-Prentice Hall.
2 Padilla, M. (2007). Science Explorer: Grade 8. Boston, MA. Pearson-Prentice Hall.

Schools Without Adequate Textbooks

When school textbooks are not available, use this site’s “Virtual Science Textbooks” as a stop-gap. For the example shown here, instructors could assign reading from external web pages corresponding to “Introduction to Matter” from our virtual Physical Science textbook.

Day 2 – Lesson 2

Quick links to our virtual (online) textbooks:

Support Resources on this Site

For student populations that have not previously been required to read and summarize complex text, this site offers two lessons under “Techniques.” Combined, these two lessons provide a foundation for students who are less-skilled at reading and summarizing.

Additional Explanation

This activity applies to almost every major topic for the four subject areas. Ideally, students read from their textbook for this activity. Generally, we suggest that the introduction (“Day 1”) lesson precede the reading assignment (“Day 2”). But, of course that is up to the discretion of each educator.

Emphasized ELA Standards

10.4.R.1 Students will increase knowledge of academic, domain-appropriate, grade-level vocabulary to infer meaning of grade-level text.

10.4.R.3 Students will use context clues to determine or clarify the meaning of words or distinguish among multiple-meaning words.

10.6.W.4 Students will synthesize and present information in a report.