Mr. Putter & Tabby Pour the Tea Day 1 of 3
Lesson 2 of 4
Objective: SWBAT ask and answer questions to understand the key details of a literary text.
Summary and Context
Now that my students got an opportunity to ask questions about Mr. Putter & Tabby Pour the Tea, we are reading the first chapter, Mr. Putter. I am taking the time to answer the questions they posed yesterday and ask some text dependent questions about the first chapter.
The illustrations enhance the storyline and so some of the questions will be geared towards their content. My students benefit much from being made aware of the content of illustrations and their role in picture books/the storyline. All these questions ask explicitly what the text says.
This is the first year for my second graders with the CCSS and so I am going to spend time teaching them the skill of recounting with this first part. In recounting, I am asking them a couple of questions that ask about the key details in this part. I will use pictures, words, and phrases to recount. Then, I will model the recounting orally for them. My students benefit much from academic language being modeled.
Additionally, I will use a method called Narrative Lecture Notes to record the key details of this chapter, Mr. Putter. This is a technique developed by Nancy Fetzer. My students who are English Language Learners benefit from visual tools to help them develop their conceptual understanding of skills and ideas.
Lastly, my students will have the opportunity to respond in their journals about what we learned about Mr. Putter.
I share the objective with the students. To get the point across about the importance of the illustrations I share a wordless picture book titled the Wonder Bear by Tao Nyeu. I also introduce the comprehension strategy of asking questions. Asking questions is an important skill in a reader. I tell my students that today we are going to be reading chapter 1 of Mr. Putter & Tabby Pour the Tea. I will be introducing two different ways of reading the text. I send the students to their desks and have them find the story in their Table of Contents. When skills are taught over time and in authentic contexts students learn them better.
Whole Group Reading
As they seat with their book open, I walk around to make sure everyone has found the story. I review the strategy of asking questions. On the white board I have a large construction paper. I will be using it to record our discussion. After we read the first chapter, we will recount the key details about the character and the setting.
To read, I will use a cloze reading technique. As I read, I leave a word out for the students to read it chorally. This type of technique keeps the reading moving along and keeps them accountable. I will also incorporate a choral reading technique. A choral reading is where all the students read together. I do this to help them with their fluency and expression. I start with the cloze reading and move on to the choral.
As we read, I ask these text dependent questions to help them understand Mr. Putter.
To recount, I use pictures, words, and phrases to recount this first chapter. I ask them to identify the key details: setting, characters, and the problem before we recount the events.
Students transcribe the information on their own narrative lecture notes sheet. I prompt the students with more questions to recount the events. This is another opportunity for students to review what they read and see how much they remember.
I explain to my students what when we recount we want to gather or state the main ideas not give every single detail. Also, the order of the details matter. I ask:
•Who is this about?
•What does he spend his days doing?
•What wonderful things does he have to tell?
•What is he tired of doing?
•What does he want?
Please note: I am not the best drawer and to prepare for this lesson, I already had in mind what images I was going to draw/use to recount. It's a good idea to read the story beforehand and be ready with objects to draw to maintain a steady flow during the lesson.
Unfortunately, the students' notes were misplaced.
Here is information on her lecture notes that can be found on the internet for free. This document includes the template I used with my students and drew for them on the large construction paper. I love her work because it helps my students build the bridge between oral language to the written text and that is her goal.
Now my students work independently to write about what have we learned about the main character: Mr. Putter. The question they need to answer is:
•What have learned about Mr. Putter?
I am looking for them to use the illustrations as well as the text to write about Mr. Putter. At this point of the year, which is early in the year, I am looking for them to write about 3-4 sentences. I expect them to write complete sentences. I ask those who finish early to draw Mr. Putter.
Please note: Unfortunately, their work was misplaced. I can tell you most of my students did a good job of writing at least three sentences. Some wrote less. I could see providing them with the large construction paper was helpful with their sentence formation. Most of my students wrote complete sentences, some need support in starting sentence with a capital letter.