Courtney Riley

Literacy Artifact:
Grade level: Second Grade
Content Area: Reading, Writing, and Communicating
Colorado Academic Standard:
Standard: 2. Reading for All Purposes
d. Demonstrate understanding of figurative language, word
relationships and nuances in word meanings. (CCSS: L.2.5)
Standard: 3. Writing and Composition
f. Use a knowledge of structure and crafts of various forms of writing
gained through reading and listening to mentor texts
WIDA Standard:
English Language Development Standard 2
English language learners communicate information, ideas and
concepts necessary for academic success in the content area of
Language Arts
Overview of Activity:
First students will gather on the meeting rug to listen to the
story Amelia Bedelia by Peggy Parish. Before the teacher
begins reading the book she will introduce some new
vocabulary; figurative language, literal language, and idiom.
The teacher will give an example, its raining cats and dogs
and have a short discussion to check for understanding. (These
vocab words arent in the book but they are relevant for the
activities the students will be working on.) Then the teacher
will begin to read the book. While she reads the book the
teacher will have students look out for the use of literal and
figurative language within the text. After the teacher is done
reading the class will have another short discussion about the
book and a review of what literal and figurative language is.
Then, the teacher will explain to the students what is expected
of them. The students will create a concept map of at least 5
tasks Amelia Bedelia performed. The teacher will first give an
example under the doc cam so students understand what to
do. Next, they will complete a worksheet using the 5 tasks
they listed on their concept map. They will write down the task
Amelia Bedelia was supposed to do, what it really means, and
what Amelia Bedelia thought it meant. They will then share

this two other classmates, reading them what they wrote on

their paper. This helps students distinguish the difference
between figurative and literal language and allows them to
also share their ideas with other students. Last, students will
create their own idiom and then orally share it with the class.
Justification:
This lesson helps students literacy development in the sense
that they are using both their reading and writing skills. Even
though the students arent actually reading the text
themselves they are practicing modeled reading. Modeled
reading can help students read a book that might be above
their reading level. It can also help with their fluency and
vocabulary development. As stated in Foundations for
Teaching English Language Learners by Wayne E. Wright,
findings from research reveal that the more students read,
the more they write, the better they write, and the less
apprehensive they are bout writing. Providing students with
multiple different strategies helps them become better readers
and writers. Along with reading and writing also comes oral
language proficiency. All three of these concepts are strongly
related. ELLs ability to express themselves in written English
is highly dependent on their level of oral English proficiency.
Allowing them to share their ideas with others as well as
present in front of the class is helping them gain the
confidence they need to improve their oral language skills.

Artifacts All materials and documents needed to deliver your

activity (instructions for students, handouts, photographs of
realia, technology, examples, etc.)

What were a few of the

tasks Amelia Bedelia was
supposed to do?

Amelia
Bedelia

Amelia Bedelia
Amelia
Bedelias
task

What it
really
means

What
Amelia
Bedelia
thinks it
means

Eample!
Dust the Furniture

To remove the dust from the

furniture

To put dust on all the furniture

Write your own

Idiom:

Draw what it literally says to

do:

What it really means:

idiom!