College of Education

Lesson Plan Template

Teacher Candidate: Teddi Uldrick
Lesson: 09/29/14 @ 12:10 PM
School: Springfield Elementary School
Reading/2nd Grade

Date and Time of

Subject/Grade Level:

Description of Lesson: Students will learn to Stop, Think, and Jot

while reading texts to encourage thinking throughout.
Lesson Title or Essential Question that guides the lesson: Stop,
Think, Jot
Curriculum Standards Addressed:
CCSS:

ELA-Literacy.RF.2.4. Read with sufficient accuracy and fluency to

support comprehension.
ELA-Literacy.SL.2.4. Tell a story or recount an experience with
appropriate facts and relevant, descriptive details, speaking audibly
in coherent sentences.
Other:

EEDA Standard(s)
SSCA Element(s) Students will use appropriate behaviors when
working with their reading partners. Students will be reminded that not
all students read on the level same level, and that some students
struggle a little more than others.
Others as needed for interdisciplinary (cross-curricular) lessons

Lesson Objective(s):

Assessment(s) of the
Objectives:

Students will be able to show their thought

process while reading individually leveled books
by the stop, think, jot post it note method.

Before beginning the lesson,

students will be pre-assessed on
strategies they currently use to
help them think while reading
books. This pre-assessment will
be an open discussion, and I will
listen closely for strategies that
the students are currently using.
Students will have some
knowledge of using post it notes
for other strategies taught in
this second grade class and

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possibly some from first grade.

After sending students off to
independently read at their
desk, I will conference with
students. I will use conferencing
as my during assessment. As I
am conferencing with students, I
will ask them, What are you
working on today as a reader?
The main thing I will be looking
for is a thought process for
stop, think, and jot. After I
conference with students, I will
jot down a few quick notes on
what I complimented them on,
what I taught them on, and any
further needs I noticed while
conferencing. At the end of the
lesson, I will use the sharing
portion of the lesson as the post
assessment. Students will have
an opportunity to discuss their
reading today with their reading
partner.

Materials/Resources: Stop, Think, Jot anchor chart and independent reading

level books for each students.

Prerequisites (Prior Knowledge): Students should already know a

few strategies to help them think while reading from prior reading
lessons. Students should already be aware of how reading
conferences and sharing take place because they have been taught
in prior lessons.
Procedures:

CONNECTION:
Last week we did alot of work on looking at the text and thinking about what the
author is trying to tell us before we read the story. We talked about how to grow
ideas about the story.

Today I want to teach you another way readers grow ideas

about their reading is by stopping and jotting at different
points in the text.
TEACH:
When we read we should always be thinking. Thinking is something that
happens in the brain and it is hard to see. One way that we see our thinking is
by stopping and jotting. When we read, the author has put places in the story
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that should make us think as a reader.

I want to show you different times when we should stop, think, and then jot about
the text. (SHOW CHART)
Good Readers Stop and Think, Then Jot about...
What they WONDER????
I wonder...
How...
Why...
I have a question about...
What they THINK
I think_____ because_____
I predict that ____ because ____
What they FEEL
I like/did not like ____ because ____
Reading this part _____ made me feel ____
What they CONNECT to
This reminds me of....
What the CHARACTER THINKS
______ thinks ____
Let me show you what this would look like. If I go back to my text, Owl Moon by
Jane Yolan. (You should mark at least three places in the text where you did
some of this work that you expect the students to do)
Thumbs up if you see how I re-read the text and then thought about the text
before I decided to jot something down.
ACTIVE ENGAGEMENT:
Now you are going to try it. I want you to look over the chart and then pull out
one of your books that you are familiar with. Read a page or two from your book
and I am going to give you a post-it. I want you to stop, think and jot on one of
your pages.
Turn and talk with your partner about the work you just did in your book. Share
your page and the post-it that you have worked on.
I noticed....
LINK:
Today you practiced the work of good readers when they stop, think, and jot
about their reading. As you go off to read today, I am going to give you three
post-its and I want you to find three places in your reading where you have stop,
thought, and jot about your reading. When we come back to the carpet, we will
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share this work. Now, off you go!

SHARE:
Readers if you can come back to the carpet and bring the book that you were
working in today. I want you to re-read your post-its right now. (give them time to
read their work so they can share) Now, I want you to turn and talk with your
partner about the work you did today in your reading.
So, today you learned how good readers are thinking as they read and they will
stop, think, and jot about that in their books. Remember this is something that
you can always do while reading.
Guided Reading Groups:
Group 1 - students reading independently
Group 2 - students are working in workstations
Student Conferences - students reading independently
Activity Analysis:

Identify at least two activities you plan to use in this lesson and explain why you are
planning these specific activities.
In your explanation include the following prompts:
The active engagement and sharing portion of my lesson are two activities
that support my learning objective.
The students in my second grade class learn best when theyre able to talk
and discuss things with their classmates. Throughout this lesson, I have
provided many ways for students to talk with their teacher and classmates
about strategies they used in their independent reading.
There was no technology used in this reading lesson. I think it is
very important for student to read from books not digital sources.

Differentiation/Accommodations/Modifications/Increases in Rigor
This lesson accommodates all students based on their individual reading levels. All
types of learners are accommodated through the guided reading portion of this
lesson. Student instruction is also differentiated through the conferencing that takes
place during independent reading.

References:
Lucy Calkins
.

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