Tell a Story Day 2 of 3

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Objective

SWBAT ask and answer questions to understand key details in a literary text.

Big Idea

Will David like his new teacher? What will the first day in second grade be like? What new friends will he make? Come find out.

Introduction

10 minutes

Summary and Context

This lesson builds upon yesterday’s lesson and will serve to support tomorrow’s objective as well. At the end of the week, students will be able to recount the entire narrative independently. For second graders learning to recount is an important goal that shows comprehension of the key ideas and details in a story.

Yesterday we read the beginning of the story, and today we will move onto the middle. I will continue to ask text dependent questions that help the students understand what the text states explicitly. In later lessons, we will build on this by analyzing and comparing texts, but we must first work to comprehend what is happening in the text by thinking about the key ideas and details. I continue to explain the concept of evidence because looking for evidence in text is a shift with the CCSS and my students benefit from repetition.

At the end of the reading, my students will have the opportunity to write about the key details in this part of the text.

Lesson Opening:

I share the objective. 

I continue with a Think-Pair-Share to review and build upon what we did yesterday. Think-Pair-Share is a strategy that we use quiet often in our classroom. I have my students seated on the carpet in a way that they can turn easily and effortlessly to face a carpet partner. My students are very familiar with this strategy because teachers throughout the school and district use it. So I don’t need to give too much direction. The question I want them to discuss is: “What did we did we read about yesterday?”

This is a quick interaction. I usually walk around the edges of the rug and lean in and eves-drop on their conversations. In this way, I can call on particular students who are staying of task.

When I am ready to have them finish their conversation, I say, “Finish your thought, thank your partner, and turn around.” Then, I have a couple of students share aloud. Last, I review our circle map on what makes a good friend.

Reading with Text Dependent Questions

15 minutes

I continue to read with them. Today we read the middle section of the story (pages 16-19 in our anthology). The focus of the text dependent questions is on what is happening with David at school. These questions are asking questions that can be explicitly answered by what is found in the text.

As I read with them, I use both a cloze reading technique and choral reading. With cloze reading, I leave a word out for the students to read chorally. This keeps the reading moving and the students active and accountable for the reading. With choral reading, the whole class repeats a line from the story after I read it. This helps with fluency and, again, with keeping students active in the whole group reading process.

I have given my students bookmarks because I want to help them practice tracking their reading. At this point of the year, they need this type of support. If they don't use the bookmark, I am okay with them using their pointer finger to track the reading. Either one works fine.

Brain Break

2 minutes

Since my students have been sitting down for a while, it's time to move. I ask my students to get up. I guide them with exercise movements. We breathe deeply and then I guide them through other movements. These movements are listed here: Brain Dance Movements.

This time period allows the brain to reenergize and wakes them up so that they are ready for the next part of the lesson.

Rereading Independently

10 minutes

My students benefit from repeated readings. Therefore, I ask them reread the section we read together. As they read independently, I walk around and provide assistance. I make sure they are tracking the reading. I make sure they are staying on task.

For those who read fast, I ask them to reread again from the beginning.

Responding in Journals

12 minutes

Now, my students will respond in their journal to the following question: What is important about this part?

What I am asking them to do is to think about the key ideas in this section. I remind them that I expect them to go back into the text, reread if necessary, and provide specific details to answer the question.

As they write, I offer support. Some will need support with motivation. Others will need support starting the task and being reminded of what to do. Others will need support with spelling.

Here are some of their work samples:

Here is a compilation of their work: What Is Happening With David?