Grade 2 - Read-Aloud Insets

Insects: Supplemental Guide 2 | What Makes an Insect an Insect? 33

 Recount a personal experience with insects with appropriate

facts and relevant, descriptive details, speaking audibly in

coherent sentences (SL.2.4)

 Add drawings to descriptions of insects to clarify ideas,

thoughts, and feelings (SL.2.5)

 Use the antonyms microscopic and gigantic appropriately in oral

language (L.2.5a)

 Prior to listening to “What Makes an Insect an Insect?” identify

orally what they know and have learned about insects and their

habitats

 Prior to listening to “What Makes an Insect and Insect?” orally

predict the characteristics of an insect, and then compare the

actual outcomes to predictions

Core Vocabulary

abdomen, n. The end part of an insect’s body

Example: The abdomen is the largest body part of most insects.

Variation(s): abdomens

antennae, n. Feelers on the heads of insects

Example: The mosquito’s antennae give it a very strong sense of smell.

Variation(s): antenna

exoskeletons, n. The hard body coverings of insects that give support

and protection; skeletons on the outside of the body

Example: The thick exoskeletons of beetles protect them from being

squashed by larger animals.

Variation(s): exoskeleton

microscopic, adj. Refers to something that is too small to be seen

without using a microscope; very tiny

Example: Some insects are microscopic; you cannot see them with your

eyes alone.

Variation(s): none

thorax, n. The middle part of an insect’s body between the head and the

abdomen; the section of the body to which the legs are attached

Example: Joshua’s favorite dragonfl ies have a bright green thorax.

Variation(s): thoraxes, thoraces