** The third time I taught this lesson, I grabbed another version of this story - Cowgirl Kate and Cocoa - Partners. It worked fine - don't feel you have to grab the original book.
I chose this book because it's a great series for beginning 2nd graders. The text is easy and the kids really enjoy the humor. There's lots of books in the series, so the kids can find one on library day!
Underlined words below are lesson vocabulary words that are emphasized and written on sentence strips for my Reading & Writing word wall. I pull off the words off the wall for each lesson, helping students understand this key 'reading and writing' vocabulary can be generalized across texts and topics. The focus on acquiring and using these words is part of a shift in the Common Core Standards towards building students’ academic vocabulary. My words are color coded ‘pink’ for literature/’blue’ for reading strategies/’orange’ for informational text/'yellow' for writing/’green’ for all other words.
Gain student interest & activate background knowledge
Explain the concepts
Model the skill
Encourage students to use text and illustrations to verify answers to questions. This will be a bigger emphasis in my later lessons, but it's a critical push in the Common Core State Standards. Supporting answers with evidence from the text allows them to provide stronger text based information.
I left this part more open (with ....)because I've used 2 different stories in the past - the original Cowgirl Kate and Cocoa and Cowgirl Kate and Cocoa-Partners. Write down and discuss the kids' ideas as you chart the answers. Here's the completed whiteboard from the 'partners' version.
Explain the task
Here is a more detailed completed whiteboard that I used one year with students who needed more support. They gave ideas, but I found I needed to write up the ideas so they could copy. I also put the ideas on my 'sample teachers' worksheet because some of them struggled getting the words in the right row.
One of the key shifts in the ELA Common Core Standards is the students need to be able to cite evidence to ask and answer text-dependent questions. Students who can identify the story structure (beginning, middle, end) of a story (RL.2.5), asking and answering questions about these elements (RL.2.1) will able comprehend the story more fully. This activity represents a shift in the Common Core State Standards toward citing evidence (from the text) to ask and answer text-dependent questions.
Students complete the worksheet-monitor their work
Share ideas and discuss
Color to show the parts
Scaffolding and Special Education - You could scaffold this lesson up or down, depending on student ability.
I was able to easily teach this lesson with my students who have disabilities. Since I was reading the stories, the reading level is not a factor. If you have students who are not able to write full sentences, they can write 1-2 words per strip. OT concerns can be addressed by having a friend cut and/or glue.
For higher level students, I would put an expectation out there more richer ideas and more vocabulary. They should be able to write sentences with details (he took a bite out of the hat or she offered him a surprise, vs he ate the hat).