Bend 1 Lessons

Samantha Tunnell
Date:
2nd Grade
Memorial Elementary School

Reading 10:30-11:10
Nonfiction Research Clubs
1. Standards:
CCSS.ELA-Literacy.RL.2.1: Ask and answer questions as who, what, where, when,

why and how to demonstrate understanding of key details in a text.
CCSS.ELA-Literacy.RL.2.7: Use information gained from the illustrations and

words in a print or digital text to demonstrate understanding of its characters, setting, or
plot.
2. Objectives:
Strong readers explain the text to themselves as they go along by pausing after a few
words and explaining what was read in their own words.
After reading a section in their independent reading books students will restate what
they read using their own words.
After reading a section in their independent reading books students will point out
illustrations in their books that help them understand what they are reading.
3. Materials:
The Life Cycle of an Emperor Penguin by Bobbie Kalman
Smart Board
Independent Reading Books
Student Reading Journals
4. Procedures:
Introduction/Anticipatory Set:
1. Call students to the carpet with their reading journals and pecnils.
2. Once students are in their seats on the carpet I will explain to the students that we
are starting a new reading unit where they all will be exploring different topics in
research clubs or partnerships. We will talk about how we will be learning new skills that
will help us learn about the topics they will be exploring.
Body/Procedure:
Mini Lesson: (5-7)
1. Read today's teaching point (Strong readers explain the text to themselves as they go
along by pausing after a few words and explaining what was read in their own words.)
to the students and explain that strong readers develop the skills needed to have a
conversation in research clubs by reading nonfiction texts and by pausing to explain or
retell what the author is saying in their own words to ensure that they are understanding
what they are reading.
2. Introduce the mentor text The Life Cycle of an Emperor Penguin as one of the
nonfiction texts we will be reading throughout the unit. Tell students that today we will
start reading this book and our main goal while reading will be to pause and explain what
the author is saying by using our own words.
3. Start reading the book (pages 4-5) read the section titled What is a penguin? Stop and
ask myself what is the author telling me about penguins? (pause to show thinking) I
know that penguins are birds and birds have two legs, two wings, and a beak. I also know
that unlike most birds penguins use their wings to swim NOT fly. I learned that penguins
use their lungs to breathe and let out air and to do this they need to go to the surface of
the water. Read the next two sections on pages 4 and 5 stopping after each to explain
what we are learning about emperor penguins. I will read the section titles Warm-blooded
and ask the students to think about what I read and to explain to their whisper partners
what I read. I will then ask for volunteers to share what they talked about. We will do the
same thing with the section titles Colonies.
4. Before sending the students to try it on their own we will stop and look at the
illustrations and pictures on the page and ask students to talk to their whisper buddies
about how the pictures help us understand what the text is saying (shows us what
colonies look like, gives us a scale of sizes for different species of penguins). I will point
out that in order to really understand what we are reading it is not only important to
explain the text to ourselves but that it is also important to use the illustrations to help us
understand what we are reading.
5. Explain to students that this is the skill that they will be working on while they read
independently in their nonfiction books and is a skill that will help them understand what
they are reading to be able to learn the most information on their topics. It will also help
them be able to have a conversation in the clubs.
Book Club Meeting:
1. Students will set up their reading journals and then go to meet with their clubs in their
reading spots. While reading they will pause to think about what they are reading and
explain it back to them using their own words.
Independent Reading:
1. After the have finished working on the skill for the day, students will read the
remainder of the time in their fiction independent reading books.
Guided Reading:
1. I will meet with different groups to work on pausing and explaining in their own words
what happened in their own books.
Closing:
1. Have students meet on the carpet with their reading journals and a pencil to share
what they wrote in their journals with regard to explaining the text to themselves
using their own words.
5.
Assessment:
Students will be assessed on their reading responses, conversations during the mini
lesson and partner reading, as well as teacher observations.
6.
Management Issues, Transitions, and Differentiation:

I will give students Similes and frownies for desired and undesired behaviors. I will
also give students time warnings for how much time is left.
I will use attention grabbers to get students attention for the next set of directions.
Students will also be called by table numbers if necessary during transitions.
Working with students at the front table that might need more assistance with the
skill from todays lesson, as well as circulating around the room and talking with all the
different partnerships. The smart board will act as a visual for students that need it, and
students will be reading books on their level during independent reading time.
Samantha Tunnell
Date:
2nd Grade

Reading 10:30-11:30
1. Standards:
CCSS.ELA-Literacy.RL.2.1: Ask and answer questions such as who, what, when,

where, why, and how to demonstrate understanding of key details in a text.
2. Objectives:
Strong readers talk back to the text.
After reading a section or part in their independent reading books students will pause
and talk back to their texts using the conversation starts provided to them.
3. Materials:
Smart Board
Print out of conversation starters
Reading Journals
Independent reading books

4. Procedures:
1. Call students to the carpet with their reading journals and a pencil.
2. Ask students to recall the lesson from the day before (explaining what they are
reading using their own words). Explain to the students that when we are trying to
comprehend all of the information that nonfiction books can give us it is important to
talk back to the text so that we are understanding and clarifying what it is that we are
reading. I will tell them that we can do this by using some conversation starts or sentence
stems that will be given to them in order to help them do this. I will also read the
teaching point to the students so that they know what the goal of the lesson is.
Body/procedure:
Mini Lesson (5-7):
1. Show students the smart board page with the conversation starters listed on them.
We will read them as a class and I will explain each of the conversations stems.
2. I will reintroduce the mentor book that we are using and ask a student to recall what
we read about the day before (penguins as birds, warm blooded, colonies). I will begin
reading pages 6 and 7 and will stop and pause to use conversation starters to demonstrate
how we can talk back to the text.
a. Stop after the first section on page 6 and say After reading I can use the
conversation starter maybe the emperor penguins move onto the pack ice because
they need to get a breath in or to huddle in their colonies and meet with their
families.
b. Read Light or Dark stop at the end and say I can talk back to the text with
this makes me think about what the penguins do during the winter when it is
dark all day long, I wonder if the book will tell me.
c. Read Freezing Temperatures stop at the end and ask the students to think of a
conversation starter they can use to talk back to the text. Have them share this with their whisper
buddies and then have some students share out loud as well.
3. Explain to the students that this is the skill that they will be working on while they
read independently as well as with their partners. I will also tell them what they need to
write down while they are working in their journals before sending them to their seats.
Book Club Meeting:
1. Students will set up their reading journals and then will meet their club members in
their meeting spot. While reading they will pause to think about what they are reading
and to use the conversation starters to talk back to their texts.
Partner meeting:
1. After they finish working on the skill for the day students will spend the remainder
of the time reading in their fiction independent reading books.
Guided Reading:
1. I will meet with different groups to work on using the conversation starters to talk to
their books.
Closing:
1.
Call student to the carpet with their reading journals and a pencil.
2.
Once at the carpet I will ask for student volunteers to share the different conversation
start that they used to talk back to their text. I will also ask them if doing this helped
them to better understand what they were reading about.
5.
Assessment:
Students will be assessed on reading responses, conversations during the mini

lessons, and teacher observations.
6.
skill from today's lesson. Students will also be able to use the print out with the
conversation starters on it for extra assistance. The smart board will also act as a visual
for the students and the students will be reading a variety of books on their reading level.
Samantha Tunnell
Date:
2nd Grade

10:30-11:10
1. Standards:
CCSS.ELA-Literacy.RL.2.5: Know and use various text features (e.g. Captions, bold
print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts and
information in a text efficiently.
2. Objectives:
Strong readers notice genre specific vocabulary and bring this vocabulary to their clubs
for clarification.
After reading parts of their independent reading books students will identify parts of
their books (indexes, subheadings, headings, and bold point words) that will help them
learn and point out new vocabulary.
After reading parts of their independent students will identify new vocabulary words
specific to the topics they are researching.
3. Materials:

Smart Board
Independent Reading Books
4. Procedures:
1. Call students to the carpet with their reading journals and a pencil.
2. Once all students have joined me on the carpet I will present a page in the text that we
have been using and ask the students if they can identify the different nonfiction text
features that might help them identify new vocabulary as well comprehend what they are
learning about their topic.
a. I will be looking for students to say things so as captions, subheadings, bold
font, the pictures, etc. If the students are not answering I will prompt them to
look at certain parts of the page to hopefully get them to see what I am looking
for.
3. I will then explain that today we will be looking at these features of our texts and we
will also be looking at vocabulary words that are specific to their topics (possibly the
bolded words in their texts). I will also read the teaching point to the students so that they
know what the goal of the lesson is.
Body/Procedure:
Mini Lesson (5-7):
1. Before I start reading todays section of the book I will tell the students to pay attention
to bolded words as I read as well as pay close attention to the pictures and captions on the
pages and what these features tell us.
2. I will begin to read pages 8 through 9 to the students. Whenever I get to a bolded word
I will stop and talk to the students about what this word is telling us. For example on
page 8 I will stop at the word streamlined and say what the word means and why it is
important. The word streamlined means smoothly shaped which is important for
penguins because it helps them to be able to swim and stay away from predators (another
bolded word). I will do the same thing for the word predator. On the next page I will tell
the students to give me a thumbs up when they see a bolded word that I read. Once I see
the thumbs up I will read through the definition and then stop and have the students talk
to their whisper buddy about what the words means and why it is important that we know
the meaning of the word. We will do this for the four words; waterproof, down, blubber,
and countershading.
3. Before we move onto independent reading I will focus the students attention to the
pictures on page 8 and the captions that go along with the picture. We will talk about how
these text features help us gather information about a penguins body and how it is
important information to know while researching the topic of penguins.
4. After our discussion I will tell the students that their job today is to look for the text
features that we have looked at today in their own books as well as look for new
vocabulary words that they comes across and that are important to understanding their
research topics. I will also tell the students that it is important to mark the vocabulary
words that they are unsure of so that they can ask their group members when they meet
with them for clarification. I will also tell the students that if they get stuck they can also
check the glossary of their books to find the answer.
5. I will then send students back to their seats to begin reading and look for these things.
Book Club Meeting:
meeting spots. While reading they will pause to think about what they are reading and
clarify new vocabulary words that they found while they were reading.
1. Students will work on the skill for the day and when they are done they will read in
their fiction independent reading books.
Guided Reading:
1. I will meet with different groups to the front table to work on a reading skill.
Closure:
Call students to the carpet with their journals and a pencil
Ask for a few volunteers to share what vocabulary they found in their books and also
ask if any of the students needed to ask their groups for clarification on certain words that
they found as well as the text features that they might have used to help them find the
answer.
Reiterate the importance of understanding vocabulary and how that helps us to

become stronger readers as well as understand what we are reading and learning about
our interesting topics.
5.
Assessment:
Students will be assessed on their participation during the minilesson, reading
responses, teacher observations, and conversations the students have during the lesson.
6.

Working with students at the front table that might need more assistance with the skill
from today's lesson, as well as circulating around the room and talking with all the
different partnerships. The smart board will also act as a visual for students that need it
and the students will be reading books on their reading level.
Samantha Tunnell
Date:
2nd Grade

10:30-11:10
1. Standards:
CCSS.ELA-Literacy.RL.2.1: Ask and answer who, what, where, when why, and, how to
demonstrate understanding of key details in a text.
CCSS.ELA-Literacy.RL.2.2: Identify the main topic of a multiparagraph text as well as
the focus of specific paragraphs within the text.
2. Objectives:
Strong readers identify the main idea of their topic by noticing the who and the what of
the page or part of the text. Additional questions readers ask themselves are whats the
relationship between the who and the what? and How can I say the main idea as a
sentence?
After reading a section in their independent reading books students will identify the
who and what of the section they read as well as identify the relationship between the
who and the what.
After reading a section in their independent reading books students will be able to state
the main idea of the section they read in a sentence.
3. Materials:
Smart Board
Independent Books

4. Procedures:
Introduction/ Anticipatory Set:
Call students to the carpet with their reading journal and a pencil.
Once the students are seated at the carpet I will read the teaching point for the days
lesson to the students. I will then ask the students if they know what I mean when I ask
what the main idea of a certain book or section of a book is (allow time for students to
think about this question).
o Our objective today is talking about the main idea of a text, think for a
minute about what you think it means when we talk about the main idea of a text
or book we are reading.
Body/Procedure:
Mini Lesson:
1. Ask the students again what they think the main idea of a book or section of a book is
and have students turn to their whisper buddy and talk to them about what they think the
main idea of a book or section is.
2. Give students about 30 seconds to talk and then regain focus. Once all students are
focused reveal the smart board pages and tell the students how we are going to use the
main idea of books or sections they are reading to further understand what we are
learning about our different topics.
3. I will then go over the smart board pages with the students explaining that we can find
the main idea of the book we are reading by identifying the who and what of the section
we are reading (who are we reading about and what are they doing) as well as how the
who and the what of the part we are reading go together.
4. To show them how this works I will read pages 10 and 13 in The Life Cycle of an
Emperor Penguin. I will first read the section pages 10 and 11 and stop at the end of page
11. I will then model how to identify the main idea of the page that I read by identify the
who and the what as well as the relationship between them. I will also point out that once
I know the who and the what I can state the main idea in a sentence.
a. Now that I have read a section of our book I now want to identify the main
idea of the page. I am going to do this by stating the who and the what. This page
is about animals and the emperor penguin. The what of this page is that these
animals change as they grow from babies to adults and how they go through a life
cycle. With the who and the what I can put my main idea into a sentence that
another reader can read and then understand what the main idea isThe main
idea of this page is that emperor penguins go through a life cycle where they
change from babies to adults.
5. I will then read pages 12 and 13 pointing out certain things as I go along. At the end of
the page I will ask the students who the pages we read were about a d write it on the
board. I will then ask them what they page was about and write that. When we have the
who and what established I will ask the students to turn to their whisper buddies and talk
about how they can put the who and what into a sentence describing the main idea. (give
them a minute to think and talk and then take volunteers to give the main idea) (who:
emperor penguins what: moving to the breeding ground main idea: the penguins move to
a breeding grounds where they can safely mate and lay eggs).
6. Tell students that they will be working on identifying the main idea of the parts of the
books that they read today. Tell them that this can be a difficult task and to refer to the
board and anchor chart to help them.
Book Club Meeting:
meeting spots. While reading they will pause to identify the who and what of the page
they read as well as state the main idea as a sentence.
1. When students are done working on the skill from todays minilesson they will then
read in their fiction independent reading books for the remainder of the time.
Guided Reading:
1. I will meet with different groups to work on the skill taught in today's lesson.
Closure:
Ask for a few volunteers to share the main ideas that they identified while they read
and meet in their partnerships.
5.
Assessment:

6.
different partnerships. The smart board will act as a visual for students and the students
will be reading books on their reading level.
Samantha Tunnell
Date: 2/10/16
2nd Grade

10:30-11:10
1. Standards:
CCSS.ELA-Literacy.RL.2.6: Identify the main purpose of a text, including what the

author wants to answer, explain, or describe.
2. Objectives:
Strong readers explain and discuss the information read with club members. Students will
read a bit, then put the text down and say What the author is saying is that or What this
means is
After reading a section in their independent reading books students will discuss what they
read with their club members using the sentence starters What the author is saying is that or
What this means is.
3. Materials:
Penguins Seymour Simon
Smart Board
Conference note sheets
Independent Fiction Books
Nonfiction book club books
Pencils
4. Procedures:
Call students to the carpet with their reading journals, fiction books and a pencil.
lesson to the students and explain that today we are going to work on the conversations
that we have with our club members and give our conversation a purpose. I will also tell
them that we will do this by using sentence stems.
Body/Procedure:
Mini Lesson:
1.
Explain to students again that today we are going to work on adding purpose to the
conversations we are having in our clubs. The purpose that we are working on today is talking
about what the author of their books what them to learn and know about their topics.
2.
I will then show the students the smart board page with the sentence stems written on
them. I will tell them that before they try this on their own I am going to model it for them.
3.
I will read pages 5 and 6 stopping after sections to model the two sentence stems that I
want the students to use in their conversations.
a. First read page 5 stopping at certain points to model the skill for the students. I will stop
after the first paragraph and use the sentence stem, What the author is saying is that to reiterate
that the only characteristic that makes a penguin a bird is that they have feathers and only birds
have feathers. I will then read the next paragraph and stop and model the second sentence stem,
What this means is to explain that penguins live in far away places because they do not have
skills to protect themselves from enemies.
b. Read the rest of page 5 and age 6 and then ask students to stop and tell their whisper
buddies something that they learned using a sentence stem.
4.
After modeling for the students I will tell them that this is what they will be practicing in
their clubs today. I will then send them to their seats to get reading.
Book Club Meeting:
meeting spots. While reading they will pause to think about what they are reading and use the
sentence stems we talked about to explain what the author is saying.
1. When students are done working on the days skill they will read in their fiction independent
reading books for the remainder of the time.
Guided Reading:
1. I will meet with different groups to work on different skills.
Closure:
Ask for a few volunteers to share how they used their sentence stems to add purpose to their
conversations.
5.
Assessment:

6.
I will give students Smilies and frownies for desired and undesired behaviors. I will
different partnerships.
Samantha Tunnell
Date: 2/10/16
2nd Grade

10:30-11:10
1. Standards:
CCSS.ELA-Literacy.RL.2.6: Identify the main purpose of a text, including what the
author wants to answer, explain, or describe.
2. Objectives:
Strong readers explain and discuss the information read with club members. Students
will read a bit, then put the text down and say What the author is saying is that or
What this means is
After reading a section in their independent reading books students will discuss what
they read with their club members using the sentence starters What the author is saying
is that or What this means is.
3. Materials:
Smart Board
Conference note sheets
Nonfiction book club books
Pencils
4. Procedures:
Call students to the carpet with their reading journals, fiction books and a pencil.
lesson to the students and explain that today we are going to work on the conversations
that we have with our club members and give our conversation a purpose. I will also tell
them that we will do this by using sentence stems.
Body/Procedure:
Mini Lesson:
1. Explain to students again that today we are going to work on adding purpose to the
conversations we are having in our clubs. The purpose that we are working on today is
talking about what the author of their books what them to learn and know about their
topics.
2. I will then show the students the smart board page with the sentence stems written on
them. I will tell them that before they try this on their own I am going to model it for
them.
3. I will read pages 5 and 6 stopping after sections to model the two sentence stems that I
want the students to use in their conversations.
a. First read page 5 stopping at certain points to model the skill for the students.
I will stop after the first paragraph and use the sentence stem, What the author is
saying is that to reiterate that the only characteristic that makes a penguin a bird
is that they have feathers and only birds have feathers. I will then read the next
paragraph and stop and model the second sentence stem, What this means is
to explain that penguins live in far away places because they do not have skills to
protect themselves from enemies.
b. Read the rest of page 5 and age 6 and then ask students to stop and tell their
whisper buddies something that they learned using a sentence stem.
4. After modeling for the students I will tell them that this is what they will be practicing
in their clubs today. I will then send them to their seats to get reading.
Book Club Meeting:
1. Students will set up their reading journals and then go to meet with their clubs in
their meeting spots. While reading they will pause to think about what they are reading
and use the sentence stems we talked about to explain what the author is saying.
1. When students are done working on the days skill they will read in their fiction
independent reading books for the remainder of the time.
Guided Reading:
1. I will meet with different groups to work on different skills.
Closure:
Ask for a few volunteers to share how they used their sentence stems to add purpose
to their conversations.
5.
Assessment:

6.
Samantha Tunnell
Date:
2nd Grade

10:30-11:10
1. Standards:
CCSS.ELA-Literacy.RL.2.2: Identify the main topic of a multiparagraph text as well as
the focus of specific paragraphs within the text.
2. Objectives:
Strong readers identify the topic sentence in a paragraph and then read on, sentence by
sentence, asking, How does this fit together with what has been said so far? to help
identify the main idea in one short statement.
After reading a few sentences in their independent reading books students will identify
the topic sentence of the section or paragraph that they are reading.
After reading a section in their independent reading books students will use the
sentence stem How does this fit together with what has been said so far? to help them
find the main idea of the section that they read/are reading.
3. Materials:
Smart Board
Nonfiction Book Club Books
Pencil
4. Procedures:
Call students to the carpet with their reading journals and a pencil.
lesson to the students and explain that today we are going to continue to work on finding
the main idea of what they read, but that today they will be doing it a little bit differently
than how we found the main idea a few days ago.
Body/Procedure:
Mini Lesson:
1. Explain to students again that today we are going to work on finding what the main
idea of the section of the book that they are reading is and that we will be doing this by
identifying the topic sentence and using that as well as what we read to help us state the
main idea.
2. I will then show the students the smart board page with the sentence stem written on it.
I will tell them that before they try this on their own I am going to model it for them.
3. I will read pages 8 and 9 stopping after I have read the first few sentences to ask the
students what they think the topic sentence of the section/paragraph is (topic sentence
Paddlelike flippers , a short, wedge-shaped tail and webbed feet help make penguins
good swimmers.)
a. I will continue to read stopping after reading the rest of the two pages to ask
the students how what we read fits in with what we said the topic sentence of the
first paragraph was (what we read fits in with what the topic sentence is in that
both pages are talking about how penguins swim and stay underwater.) I will
write this on the board and ask students to think about what they think the main
idea of the pages we read are (main idea how penguins swim).
4.
I will tell them that this is what they will be practicing in their clubs today. I will
then send them to their seats to get reading.
Book Club Meeting:
their meeting spots. While reading they will identify the topic sentences, how what they
are reading relates to what they have already read, as well as state the main idea of what
they read.
1. When students are finished working on the skill from todays minilesson they will
read in their fiction independent reading books.
Guided Reading:
1. I will meet with different groups at the front table to work on a reading skill.
Closure:
Ask for a few volunteers to share what the main idea of the books they were reading
was.
5.
Assessment:

6.
Samantha Tunnell
Date:
2nd Grade

10:30-11:10
1. Standards:
CCSS.ELA-Literacy.RL.2.1: Ask and answer who, what, where, when why, and,
how to demonstrate understanding of key details in a text.
CCSS.ELA-Literacy.RI.2.3:Describe the connection between a series of historical

events, scientific ideas or concepts, or steps in technical procedures in a text.
2. Objectives:
Strong readers are on the look out for when a book switches topics. When there is no
heading to alert the reader of a change, readers ask Does this fit with what Ive read so
far? or Is this the same or different from the last page?
After reading in their nonfiction reading books students will identify when the topic
of their book switches topics when there is no header alert them to the change.
3. Materials:
Smart Board
Non-Fiction Books
Student Reading Journals, pencils

4. Procedures:
lesson to the students and explain that today we will learn to read carefully to be on the
lookout for when the topic in out book changes.
Body/Procedure:
Mini Lesson:
1.
Explain to students that some nonfiction books use headings and subheading like
our book The Life Cycle of an Emperor Penguin to notify the reader when the topic of
their book is changing, but some books like Penguins do not using headings or anything
to notify the reader of a change and that this is why we as readers need to read carefully
and be on the look out for when our book changes topics.
2.
I will read pages 15 and 16. I will stop at the end of page 15 and ask the students
what the main idea of this page is (how chicks get food from their parents, and what they
do to prepare to leave the nest). I will then read page 16 and stop at the end of the page
and ask students what the main idea of this page is (the dangers that penguins face once
they enter the water). I will ask the students if what we just read on age 16 fits in with
what we read on page 15? If it is the same or different as the last page. The students will
point out that the pages or main ideas are different. I will ask them how they know the
information is different and we will talk about the different ways they knew that the topic
changed.
3. I will tell them that this is what they will be practicing in their clubs today. I will then
send them to their seats to get reading.
Book Club Meeting:
their meeting spots. While reading they will discuss how they knew the topic of their
books changed.
1. When students are done working with the skill from todays minilesson they will
read in their fiction independent reading books for the remainder of the time.
Guided Reading:
1. I will call different groups to the front table to work on a reading skill.
Closure:
Ask for a few volunteers to share how they knew the topic in their books changed.
5.
Assessment:

6.
Samantha Tunnell
Date:
2nd Grade

10:30-11:10
1. Standards:
2. Objectives:
Strong readers come to clubs with confusions or misunderstandings and talk to other
members of the club to clarify.
As they are reading in their independent reading books students will identify parts of the
text that was confusing for them and will bring the misunderstanding to their clubs for
clarification.
3. Materials:
Smart Board
Nin-fiction book club books
Student Reading Journals, pencils

4. Procedures:
lesson to the students and explain that today they will be finding a part of the book that is
confusing to them and will be bringing this part of the book to their club members for
clarification.
Mini Lesson:
1.
To model this concept for the students I will read page 19 stopping after I have read the
page to share my thinking and confusions with the students.
a. After reading this page in my book something I am confused about is how the mothers know
when to return from feeding in time for the chicks to hatch out of their eggs.
2.
I will tell them that this is what they will be practicing in their clubs today. I will then
send them to their seats to get reading.
Book Club Meeting:
meeting spots. While reading they will be identifying the parts of the text that were confusing for
them and write these confusions or misunderstandings down so that they can talk about it with
their club members.
1. When students are done with their work from todays minilesson they will read
in their fiction independent reading books.
Guided Reading:
1.
I will call different groups to the front table to work on a reading skill.
Closure:
Ask for a few volunteers to share the confusions or misunderstandings that they brought to
their groups.
5.
Assessment:

6.

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Samantha Tunnell

Memorial Elementary School

CCSS.ELA-Literacy.RL.2.1: Ask and answer questions as who, what, where, when,

CCSS.ELA-Literacy.RL.2.7: Use information gained from the illustrations and

Management Issues, Transitions, and Differentiation:

Memorial Elementary School

CCSS.ELA-Literacy.RL.2.1: Ask and answer questions such as who, what, when,

Strong readers talk back to the text.

The Life Cycle of an Emperor Penguin by Bobbie Kalman

Print out of conversation starters

Independent reading books

Students will be assessed on reading responses, conversations during the mini

Management Issues, Transitions, and Differentiation:

Memorial Elementary School

The Life Cycle of an Emperor Penguin by Bobbie Kalman

Call students to the carpet with their journals and a pencil

Reiterate the importance of understanding vocabulary and how that helps us to

Management Issues, Transitions, and Differentiation:

Memorial Elementary School

The Life Cycle of an Emperor Penguin by Bobbie Kalman

Student Reading Journals

Call students to the carpet with their journals and a pencil

Students will be assessed on their participation during the minilesson, reading

Management Issues, Transitions, and Differentiation:

Memorial Elementary School

CCSS.ELA-Literacy.RL.2.6: Identify the main purpose of a text, including what the

Penguins Seymour Simon

Conference note sheets

Independent Fiction Books

Nonfiction book club books

Student Reading Journals

Call students to the carpet with their journals and a pencil

Students will be assessed on their participation during the minilesson, reading

Management Issues, Transitions, and Differentiation:

Memorial Elementary School

Penguins Seymour Simon

Conference note sheets

Independent Fiction Books

Nonfiction book club books

Student Reading Journals

Call students to the carpet with their journals and a pencil

Students will be assessed on their participation during the minilesson, reading

Management Issues, Transitions, and Differentiation:

Memorial Elementary School

Call students to the carpet with their journals and a pencil

Students will be assessed on their participation during the minilesson, reading

Management Issues, Transitions, and Differentiation:

Memorial Elementary School

CCSS.ELA-Literacy.RI.2.3:Describe the connection between a series of historical

Penguins Seymour Simon

Independent Fiction Books

Student Reading Journals, pencils

Call students to the carpet with their journals and a pencil

Students will be assessed on their participation during the minilesson, reading

Management Issues, Transitions, and Differentiation:

Memorial Elementary School

Penguins Seymour Simon

Independent Fiction Books

Nin-fiction book club books

Student Reading Journals, pencils

Call students to the carpet with their journals and a pencil

Students will be assessed on their participation during the minilesson, reading