Unit Plan 19 (Grade 2 Library): Trying New Genres and Formats

Focus: Help students expand beyond familiar reading choices by trying new genres and formats such as poetry, folktales, biography, simple reference texts, or digital books. Students sample, discuss, and reflect on what felt new, what they enjoyed, and what they may want to try again.

Grade Level: 2

Subject Area: Library (Reading Growth • Genres/Formats • Choice/Reflection)

Total Unit Duration: 1–3 weeks, 50–60 minutes per session

I. Introduction

This unit helps Grade 2 students grow as readers by exploring books and formats they may not choose on their own yet. At this age, students are beginning to form reading preferences, but they still benefit from guided exposure to a wider reading life. The librarian can feature poetry, folktales, biography, simple reference texts, digital books, or other less familiar materials and help students approach them with curiosity instead of worry. Students learn that they do not need to love every new genre or format right away. They can notice what feels interesting, what feels different, and what they may want to revisit later. This is realistic for Grade 2 because students are ready to begin developing preferences while also being encouraged to stretch beyond their usual habits.

Essential Questions

• Why is it helpful to try new genres and formats?
• How can readers choose something new with curiosity and purpose?
• What can students learn from sampling books they do not usually choose?
• How can a response show what a student noticed, liked, or wants to explore more?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Choose books and materials based on interest, topic, reading purpose, recommendation, author, or type of text.
2. Try new books, genres, formats, tools, and media with curiosity and a willingness to learn.
3. Create or share a response, product, or explanation that shows understanding of a story, topic, or question.
4. Sample one or more less familiar genres or formats and describe what felt new about them.
5. Reflect on what they liked, did not like yet, or may want to try again.
6. (Optional Sessions) Strengthen reading flexibility through repeated sampling, guided comparison, and short reflection tasks about new genres and formats.

Standards Alignment — 2nd Grade (AASL-based Custom)

• L:S4.2a — Choose books and materials based on interest, topic, reading purpose, recommendation, author, or type of text.
  • Example: A student chooses a nonfiction book because they want to learn more about volcanoes.
• L:S5.2b — Try new books, genres, formats, tools, and media with curiosity and a willingness to learn.
  • Example: A student tries a poetry book or digital encyclopedia for the first time.
• L:S5.2c — Create or share a response, product, or explanation that shows understanding of a story, topic, or question.
  • Example: A student makes a mini poster, retelling map, or oral explanation after exploring a topic.

Success Criteria — Student Language

• I can choose a new kind of book or format to try.
• I can explain what felt new or different about it.
• I can notice what I liked, what I did not like yet, and what I might try again.
• I can use curiosity even when a book or format feels unfamiliar.
• I can create a response that shows what I learned or noticed.