Lesson 2 of 5
Objective: SWBAT read informational text to find out about shadows.
Prepare the Learner
A circle map is used to help us define something and show our understanding of a topic. By the end of the week, we will have used this to generate ideas, assess what we already know and what we have learned. However, at this point in the week, we are using it only to generate ideas.
Our sight words for this week are ‘we’ and ‘and.’ I how the students both words on word cards and practice reading them. We will also practice writing and reading the word shadow, however it is not a sight word and students will not be assessed on it. Create a circle map with “We see the ___ and the shadow.” in the middle.
I have students contribute ideas. I record as many as I can and draw a picture for each word so students can identify which one they want to write.
You could write each of the following words on the board, but I like to have them prepared on word cards with pictures to illustrate them: short , tall. I ask students to stand with a partner and to pantomime actions as you say each word. I tell students that these words are opposites. Say: Does anyone know what an opposite is? Allow for students to answer. If they do not know, I give them hints. (hot/cold, black/white) I prompt them to say that they are words that are different. I then have them listen for these words as you read the section. When we get to these words within the text, we stop and briefly discuss them. I use the picture support to help guide students to understanding. Pages 8-9 in the story show the students the meaning of short and tall. Page 9 also uses the word 'longer,' which we step aside and discuss, as well.
Interact with text/concept
I hold my finger under the title, Shadows, and ask stduents if they know what this part of the story is called. We have discussed it at length by now, so students usually know that it is the title. I then read under the title the name of the author and photographer, Lisa Zimmerman, photographs by Michael Goss. We discuss that these pictures are not drawings, but photographs. That can be an indicator that this book is an informational text. Say: Does anyone know what information is? This story will give us information about shadows.
I begin with the focus questions ‘What is a shadow? And why does a shadow change size?’ Say: As we read, I want you to listen for these two pieces of information.
I read Shadows stopping to answer the two focus questions (p.1) and (pp. 8-9) I stop on every page to discuss the photographs. The pictures in this piece are outstanding and support the text well. I point out to the kids that the shadows touch their ‘item’ just like we did when we made our own shadow pictures. We ‘guess’ which shadow goes with which item based on its shape and what it touches/where it starts.
We quickly revisit our circle map. Students will be writing their sentence ‘We see the __ and the shadow. I model in my journal so students know what is expected. They write their name and date on the first line. They then write their sentence with their word.
Before students go on to their next task, they must read their writing back to me. I make them use their finger to show me 1:1 tracking. If they cannot, I will then use the ‘hand over hand’ strategy and help them move their finger to read. Much of their ‘reading’ at this point is echoing me, but it certainly sets the stage for the rest of the year.