Teacher Candidate: Casey Howell Subject/Grade: 2nd grade ELA Learning Objective:

Lesson # 2 Date and Time of Lesson: 10/3/13 9:00 A.M.

When reading a grade-level literary text, student will answer questions such as who, what, where, why, and how to demonstrate their understanding of the text. Alignment with Standards: CCSS.ELA-Literacy.RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. CCSS.ELA-Literacy.SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. EEDA Standard 4: Students will demonstrate a positive attitude toward work and the ability to work together. SSCA Element: Students will be demonstrating appropriate behavior during partner discussion by being respectful of their partner.

Developmental Appropriateness or Cross-curricular connections: These second grade students are very familiar with read-alouds. They have been practicing their communication skills since the beginning of this year. They have the skills that are required to work cooperatively with their peers. Assessment(s) of the Objectives: Lesson Objective(s) Assessment(s) of the Objective(s) Pre Assessment: Students will predict the purpose for reading this text. (What do you think is our purpose for reading this book; to learn something new or for enjoyment?) During Assessment: Students will have several chances to discuss the text with their partners. I have incorporated three Pair Shares. I will be listening in on these conversations. Post assessment: Students will take a sheet of notebook Use of Formative Assessment By listening to students discussions, I will be able to tell if they are paying attention and understanding the text. By checking their notebook paper charts, I will be able to tell if the students have comprehension of this story. I will read this story again at the end of the first 9 weeks. I will facilitate a similar chart and compare it to this chart to see if the

When given a grade-level literary text, student will answer questions such as who, what, where, why, and how to demonstrate their understanding of the text. They should also be able to identify the purpose of reading this text.

paper and draw two lines, creating four squares. They will label the squares Who, What, Where, and How. They will fill out the chart with the correct information after reading the story. This will be done individually. Students will be given the choice to either write or draw their answers.

students comprehension skills have improved.

Accommodations: Since the read aloud is being facilitated by the teacher, there should not be any early finishers. For my ESOL students, I will make sure that they have an efficient amount of time during pair share. I will also read at a slower pace for these students, making sure to pronunciate each word clearly. I will seat the student with ADHD closer to me while reading so that I can keep a close eye on him, making sure that he does not disturb other students around him. I will also have to seat the student with visual problems closer to me so that they can see the pictures and text while I am reading. Since the students are beginning second grade, some students, especially the ESOL students are still learning how to write. I will give the students the option to draw a picture in their box on the chart. This gives them a chance to express what they know even if they arent able to expres s it in writing. Materials: The text Llama Llama Home with Mama by Anna Dewdney, notebook paper, and pencils for each student. Procedures: 1) Introduce Text: Today, we are going to be reading Llama Llama Home with Mama. Lets take a look at the front cover. Based off what you see, what do you think our purpose for reading will be? Do you think were going to learn something or do you think this will be a book we are reading for enjoyment? Do you think this is a narrative or informational text? We are going to stop and check-in while reading. We will talk about who the characters are, where the story is taking place, what is happening, and how the character is feeling. Remember to be listening for these things as I read. 2) Introduce Strategy: Lets begin reading and see if we can figure out who and what the story is about. I will read the first two pages aloud. I will stop at the third page and ask the students to turn and talk to their partner. First, I want the window people to identify who the story is about. Who are our main characters in this story so far? Also, where is this story taking place? Aisle people, I now want you to tell your partner how the main character is feeling so far. 3) Applying Strategy: I will now read the next 5 pages of the text. We will then stop to pair share again. Okay Window people, turn to your partner and tell them what you would do for fun if you were Llama Llama. Now, Aisle people, its your turn. Tell your partner what you would do. I will read the next 5 pages of the text. Class, what do you think is happening to Mama Llama? I will continue to read the next 6 pages. Pair Share: Window people, explain to your partner how the story has changed from the

beginning? Aisle people, I want you to make a prediction. Tell your partner what you think Llama Llama will do next. I will continue reading. For those of you who said Llama Llama would help his Mama like she helped him were right! 4) Conclusion: Can someone tell me how the story changed from the beginning to the end? Do you still agree with the purpose for reading this story that you chose earlier? 5) I will then pass out a sheet of notebook paper to each student. I will demonstrate what I want the students to do with this piece of paper. Draw one long line down the center of the paper and then draw another line through the center of that line, creating four squares. In the first square, write WHO. In the second square, write WHAT. In the third square, write WHERE. In the fourth square, write HOW. I want you to think back throughout the story. Write down what you remember about the story under each category. Under WHO, write who the story was about. Include all of the characters in this story. Under WHAT, write what happened during the story. What was the problem? Under WHERE, write where the story took place. Did the setting ever change or did it remain the same throughout? Under HOW, I want you to write about how the story changed from the beginning to the end. If you feel as if you could show what you know in a drawing better, feel free to draw out the answers in each box. I will accept just writing, just drawing, or both writing and drawing. Before the students begin, I will have them pull out their testing folders to prevent wandering eyes from cheating. Once each student is finished working, I will take up the charts to review for further instruction. Activity Analysis: This lesson supports the objective that students will answer questions such as who, what, where, why, and how to demonstrate their understanding of the text because they are given several opportunities to stop and discuss these aspects of the story with a partner. Students are turning and talking to a partner several times throughout the read aloud. This is appropriate for my ESOL students and the lower-performing students because they are given an opportunity to discuss the story with a person who may understand the story more clearly than they do. This also gives them the chance to recap what they have heard so far and catch up on what the story is about. I model the strategy that I want them to practice and monitor for understanding throughout the reading and discussion. After the reading, the students will be filling out a chart about the story that is appropriate for their grade level. This lesson is appropriate for this classroom because it is a grade-appropriate text. Many students included that they love to read on their student interest surveys. This book has interesting pictures and a humorous story line that should keep them engaged. The students also have a well-established purpose for reading because they will be involved in several discussions about the book during and after the read-aloud. There is no technology involved during this lesson. Because a majority of this lesson involves reading a book to the students and facilitating student-discussion, this lesson does not require any form of technology.

References: Dewdney, A. (2011). Llama Llama Home with Mama. New York, NY: Scholastic Inc. The writing prompt was created by Casey Howell.