Whole Group Shared Reading Lesson Plan Template
Name: Rachel West / Date: 10/23/2013Classroom Location/Teacher: Mr. Gubash- 2nd grade / Topic/Subject: Science/ Weather- Down Comes the Rain (determining importance/ main idea and details)
Curriculum Standards
SOL(s):
2.2 The student will expand understanding and use of word meanings.
a) Increase listening and speaking vocabularies.
b) Use words that reflect a growing range of interests and knowledge.
c) Clarify and explain words and ideas orally.
d) Identify and use synonyms and antonyms
e) Use vocabulary from other content areas.
2.7 The student will expand vocabulary when reading.
a) Use knowledge of homophones.
b) Use knowledge of prefixes and suffixes.
c) Use knowledge of antonyms and synonyms.
d) Discuss meanings of words and develop vocabulary by listening and reading a variety of texts.
e) Use vocabulary from other content areas.
2.9 The student will read and demonstrate comprehension of nonfiction texts.
a) Preview the selection using text features.
b) Make and confirm predictions about the main idea.
c) Use prior and background knowledge as context for new learning.
d) Set purpose for reading.
e) Ask and answer questions about what is read.
f) Locate information to answer questions.
g) Identify the main idea.
h) Read and reread familiar passages with fluency, accuracy, and meaningful expression.
My skill that I am teaching is the main idea, which is located under essential knowledge, skills, and processes. I also plan to teach supporting details that go with the main idea. Under the determining importance section of the 2nd grade CCPS Reading Pacing Guide, it says “Identify the main idea and supporting details from the text.”
Essential Question(s):
Will students develop the comprehension strategy of determining importance that can be applied to make meaning from nonfiction text?
Will all students participate effectively by sharing with a partner and the class their main ideas and details?
Will all students participate effectively by answering comprehension questions and questions about vocabulary?
Will all students be able to answer T/F questions about the vocabulary words?
Will students expand their listening and speaking vocabularies when introduced to new words from different content areas?
Lesson Objectives:A statement or statements of what the students will be able to do as a result of the lesson. Need to be observable and measurable.(ABCD format)
SWBAT correctly answer T/F questions about the 7 target vocabulary words at 80% accuracy.
SWBAT draw/ writethree details during the reading while using their listening comprehension skills.
SWBAT share one detail to a partner using oral language skills.
SWBAT share the main idea to a partner using oral language skills.
SWBAT answer comprehension questions about the story and the vocabulary we have gone over 80% of the time.
Assessment of Objectives:Describe how you will collect evidence that individual students have indeed met the lesson objective(s). These need to be tied to the degree or criteria from your objectives.
Students will share with a partner what they think the main idea of the story and one detail that supports that main idea is going to be.
Students will write and draw the three supporting details of the main idea (the water cycle) on their Three Phrase Map.
Using a student check off sheet, I will record the answered/ unanswered comprehension questions asked. This will allow me to track which students are comprehending the story and vocabulary words and which students aren’t.
Informal- Using thumbs up/ thumbs down, I will be able to tell if the students know what the vocabulary word definitions are. Using this, I will also be able to tell if students can pick out details to support the mainidea.
BEFORE (Content, Viewing or Listening):
Teacher: Focusing attention, laying the groundwork, creating interest, sparking curiosity,students understand the purpose “the why” (set a purpose, explicit explanation of expectations, modeling)
Student: Strategies to obtain prior knowledge, similarities, connections, analogies, think about thinking “metacognition” (discussing, organizing, writing, vocabulary)
I will start the lesson by explaining to students how they should act during the lesson.
“Students, today we will be reading a book together. At all times, you should be listening to whoever is talking and thinking about what they are saying. When I give you materials, please leave them alone until I tell you to use them. Students who are doing well and staying on task will have the opportunity to earn scholar dollars, and students who do not do well will get gumball changes. We are going to continue our weather unit by reading about rain and the water cycle. This is a nonfiction book. Does anyone know what nonfiction means? Throughout this lesson, we are going to share with a partner what we think. I will then ask you to share with the class what you two said. I may ask you to share what your partner said or to share what you said. Therefore, it is important to listen to your partner attentively by looking at them and thinking about what they are saying.”
Target Vocabulary:
I will write each word on the chart paper one at a time and say it. I will read the student friendly definition. Students will then repeat the word and read the student friendly definition together as a class.
Water Vapor- Water vapor is made when water evaporates. “Can you say the word and definition aloud all together?”
Evaporates- When water changes from a liquid to a gas- heat from the Sun causes water to evaporate “Can you say the word and definition aloud all together? Do you all remember the experiment we did about evaporation? What happened?”
Condenses- When water vapor changes from a gas to a liquid, it is condensing. “Can you say the word and definition aloud all together?”
Breezes- A light wind “Can you say the word and definition aloud all together? Can you tell a partner about a time you felt a light wind? What did you feel?” Students will then share with the class.
Drizzling- When there are only a few small raindrops that fall slowly “Can you say the word and definition aloud all together? Think of a time when it was drizzling. What did you feel, and what did you do?”
Pouring- When there are lots of big drops that fall very fast “Can you say the word and definition aloud all together?Think of a time when it was pouring. What did you feel, and what did you do?”
Hailstones- Pieces of ice that water in the clouds can make“Can you say the word and definition aloud all together?”
I will introduce determining importance to students.
“Determining importance while reading is crucial. It means that you take out the most important parts of what you read. Determining importance is a strategy that readers use to tell the difference between what information in a text is most important versus what information is interesting but not necessary to understand the book. It helps you to tell the difference between the most and least important information presented in reading nonfiction books.You can do this with any textbook or nonfiction book that you read. In order to determine importance in a book, you need to figure out the main idea. The main idea is the main point of the story, as well as the most important idea in the story. The main idea in a book is sometimes written down in the book, but sometimes, it is something you have to think of for yourself. In the book we are going to read today, Down Comes the Rain, the main idea is not explicitly stated, but you can figure it out by reading the book and using what you know. Details are smaller pieces of information that help make up the main idea. The main idea helps readers remember significant information. Good readers always try to determine importance whenever they are reading.
“In this book, Down Comes the Rain,I am going to try to determine the main idea by looking at the book. On the first page, it says, ‘Rain comes from clouds.’ Sometimes, the first part of a story states the main idea. I see a picture of water disappearing from a plate on page 8; it is evaporating. On page 15, I see water condensing on a glass; the glass is dripping with water. On page 19, I see rain falling. Based on these pictures, what do you think the main idea of this story would be? Why do you think that? Share with a partner, and then we will share with the class. I think the main idea of this story is going to be about the water cycle. I used a lot of clues from the book to determine this. In this book, Down Comes the Rain, the main idea is not stated outright.
Book Walk: “You can find out a lot about a book you are about to read by looking at the title, words, and pictures within the book. The title of this book is Down Comes the Rain.”
Page 8- “In this picture, the girl put water on a plate. Then, it evaporated and disappeared from the plate. Do you remember what that word means? Do you remember what is made when water evaporates (water vapor)?”
Page 17- “The girl says that ‘When air gets cold enough, the water vapor in it condenses. The vapor changes to water droplets. The water droplets make clouds.’ Do you remember what condensation is? Where does it occur?“
Page 20- “In this picture, the children are in a certain type or rain. Is the rain full of small droplets or large droplets? What type of rain is going on in this picture?”
Page 21- “In this picture, the boy with the soccer ball takes shelter in a barn. Why did he do this? What type of rain is occurring?”
“You all did a great job remembering your vocabulary words. We are now going to read the story and try to determine the main idea and details using the Three Phrase Map that I have put in front of you. A three phrase map contains a circle at the bottom where you write or draw your main idea. There are also three circles that point back to the main idea where you can write and draw supporting details of the main idea.They point back to the main idea because they support and tell about the main idea. We will be doing this together as a class. Let’s write down the water cycle on our main idea section of our Three Phrase Map.
“While I read you are going to gather thoughts about the water cycle. What is it? What steps does it contain? These steps can be your supporting details because they tell what happens in the water cycle. Together as a class, we are going to gather three details and put them in the top three circles of our Three Phrase Map. You are going to become a detective who searches for the most important information in the book. Be careful though, becausealong the way there will be distractors, or less significant information, that is given to make the book more interesting. This, however, is not needed to understand the main idea of the book.”
DURING (Content, Viewing or Listening):Strategies for active engagement with new content, what are students doing while reading, viewing, or listening? (set a purpose, modeling, discussing, organizing, writing, vocabulary)
I will start reading the story. “Remember to look for details that support our main idea of the water cycle. We will put these on our Three Phrase Map.”
I will stop at page 6 to check for comprehension. “What are clouds made out of (billions of tiny drops of water)? Why are these drops called droplets? When the book talks about clouds being big, little, white, and gray, is this important information that we have to know to understand the water cycle? Talk to a partner, and then we will share with the class. Why do you think this way?”
I will stop at page 7 to check for comprehension. “What is made when water evaporates (water vapor)?”
I will stop at page 8. “We just read about evaporation. Does anyone remember what that means? Put a thumb up if you think this is going to be a supporting detail of the water cycle. Why do you think this? This is going to be our first detail, so we will write it in our first detail bubble. Evaporation is a step of the water cycle; therefore, it is a detail of the main idea, the water cycle.Draw and write about evaporation.” I will model on the board.
Page 16: “Class, tell me altogether once I point to you what carries water vapor from one place to another (breezes)? What is a breeze (light wind)?”
Page 17: “The girl says that ‘When air gets cold enough, the water vapor in it condenses. The vapor changes to water droplets. The water droplets make clouds.’ Do you remember what condensation is? Where does it occur? Do we think this should be a detail on our Three Phrase Map? Put your thumb up if you think so. Why do you think so? Draw and write about condensation in the second detail bubble.” I will model on the board.
I will stop again at page 19. “What is going on in this page? We just read about precipitation, which is another word for raining. Is this a step of the water cycle? Is it a detail that supports our main idea?Share with a partner, and then we will share with the class. Why do you think so? Draw and write about precipitation on the third detail bubble.” I will model on the board.
Page 26: “Here, the boy said that in 1970, hailstones as big as softballs fell on Kansas. Is this important information that we have to know to understand our main idea? Talk to a partner, and then we will share with the class. Why do you think this way?”
Page 27: “When I point to you, tell me what pieces of ice that water in the clouds can make are called (choral response).”
AFTER (Content, Viewing or Listening):How will students apply new knowledge? How will students check their understanding? How will students be prompted to reflect on what they have learned? How will students be prompted to reflect on how they learned it?
Checking for Comprehension:
“What was this story about? Can you tell me the steps of the water cycle? What happens during each step? Share with a partner, and then we will share with the class.”
Reviewing Three Phrase Map:“Determining importance while reading is necessary. It means that you take out the most important parts of what you read. Determining importance is a strategy that readers use to distinguish between what information in a text is most significant versus what information is interesting but not necessary to understand the book. It helps you to tell the difference between the most and least important information presented in reading nonfiction books. In order to determine importance in a book, you need to figure out the main idea. What is the main idea of a story? The main idea is the main point of the story, as well as the most important idea in the story. What are details? Details are smaller pieces of information that help make up the main idea. The main idea helps readers remember important information. Good readers always try to determine importance whenever they are reading. You all did a wonderful job determining importance during this story by finding the main idea and its supporting details, and you can see this by looking at your Three Phrase Map. We are going to be using this Three Phrase Map during our next two science classes, because we will be making a foldable of the water cycle.”
“How did finding the main idea before reading help you in understanding the story? It is important to always try to figure out the main idea and its details when reading any textbook or nonfiction book. You can use a Three Phrase Map like this one to help you determine importance, main ideas, and details in any textbook or nonfiction book.”
Vocabulary Review
I will go over vocabulary words. “Say this word and the definition with me together by looking at the chart paper. I am going to ask you all some true/ false questions, and I want you to put your thumb up if you think the answer is true. If you think the answer is false, put your thumb down. Try not to look at the definitions on the chart paper when deciding whether to put your thumb up or down.”
T/F: “Water vapor is the liquid that we also call water droplets. Why did you answer this way?”
T/F: “Evaporation is when water changes from a liquid to a gas. Why did you answer this way?”
T/F: “When water condenses, it falls from clouds as rain. Why did you answer this way?”
T/F: “Breezes is another word for a light wind. Why did you answer this way?”