TheQuiltStory:4.

1ELADay3ReadAloudPart2
Author:SierraGruff
Datecreated:01/23/201612:02PMEDTDatemodified:02/18/20168:23AMEDT

LessonTitle
Subject/TopicArea

Elementary,LanguageArts(English),Reading

Grade/Level

Grade2

ContextforLearning

Thestudentsinourclassroomconsistsof21diverse,secondgradestudents.Thereare11girlsand10boysbetween
theagesof7and8yearsold.Thereisonestudentidentifiedasspecialeducationwholeavestheclassroomforpartsof
ELA,writing,andRTI.Thereisanotherstudentwhohasbeenidentifiedasspecialeducationyetremainsinthegeneral
educationclassroomsettingwithextraaccomodations.TherearetwostudentsthathavebeenintheTier3orlowest
RTIgroupforseveralcyclesandhavebeenidentifiedbytheproblemsolvingteam(PST)tobetestedforspecial
educationatthebeginningofthisschoolyear.Additionally,wehavefourstudentsidentifiedADHD,fourstudents
identifiedasELL(threestudentsleave4times/weekandsometimesduringtheELAblock),threestudentswhoreceive
speechtherapy,andtwostudentswhoseeoutsidetherapistsforbehavioralissues.Therearetwostudentswholeave
theclassroomseveraltimesaweekfortheTAGprogramforgiftedandtalentedstudents.Thebeginningoftheyear
ScholasticReadingInventoryresultsindicatethatnostudentshavereachedtheendofyearproficiencygoalsas
measuredbylexilelevels.Thestudentscomefromdifferentculturalbackgroundsanddisplayawiderangeofinterests
fromwriting,art,buildingthings,andplayingvideogames.Thestudentsinthisclassroomhavedifficultystayingontask
soIusetheclassdojopointsasrewardsalongwiththeschoolwidePAWSticketstoreinforcepositivebehaviorand
taskcompletion.Additionally,studentscanearnteam"cast"pointsforworkingcooperativelyandfollowingdirections.
Thewinningcastmembersgettobethe"Oscarwinners"attheendoftheweekwheretheycanearncertainprivileges
suchasliningupfirstforspecialsandlunch.

Standards

USACommonCoreStateStandards(June2010)
Subject:EnglishLanguageArts&LiteracyinHistory/SocialStudies,Science,andTechnicalSubjects
Grade:Grade2students:
ContentArea:LiteratureK5
Strand:Reading
Domain:KeyIdeasandDetails
Standard:
1.Askandanswersuchquestionsaswho,what,where,when,why,andhowtodemonstrateunderstandingof
keydetailsinatext.
Standard:
3.Describehowcharactersinastoryrespondtomajoreventsandchallenges.
Domain:IntegrationofKnowledgeandIdeas
Standard:
7.Useinformationgainedfromtheillustrationsandwordsinaprintordigitaltexttodemonstrate
understandingofitscharacters,setting,orplot.

LessonObjectives

Studentswillbeabletoanswertextdependentquestionsandcompleteataskthatisdifferentiatedtomeeteach
student'sneedsthatiscomparingandcontrastingbothgirlsin"TheQuiltStory".Thetaskswillincludeeitheraclose
readingwritingassignmentforadvancedstudents,avenndiagramforonlevelstudents,orasortwithgivenphrases
fromthestoryforstudentswhoneedstrategicintervention.AdvancedstudentswilluseRAGUintheirwritingtask:
Restatethequestion,Answerthequestion,Giveevidence,andUseyourbestwriting.

LessonRationale

Thislessonisthethirdlessonina4lessonlanguageartsunit.Thisunitintroducestheconceptquestions,"Howdo
thingschange?Howdotheystaythesame?"Duringthisunitwewillfocusonthequestion,"Howcanfamiliarthingshelp
uswithchanges?"Thisspecificlessonwillwetheseconddayoftheweeklyreadaloud.Wewillfocusontheskillwhichis
compareandcontrast.

LessonEssentialQuestion(s)

Howdothingschange?Howdotheystaythesame?
Howcanfamiliarthingshelpuswithchange?
Howarebothgirlsin"TheQuiltStory"thesame?
Howarebothgirlsin"TheQuiltStory"different?

BeginningOfTheLesson/Orientation
InstructionalStrategies

Thelessonwillbeginwithstudentsonthecarpetforwholegroupinstruction.Studentswillbefocusedontheteacher
andthesmartboard.Studentswillbeaskedtofollowupontheunitconceptquestionorbigidea,Howdothings
change?Howdotheystaythesame?StudentswillparticipateinaTurnandTalkactivitytogetstudentsthinkingabout
thesequestions.Studentswillsharepreviouslydiscussedexampleswiththeclasstocreateawholegroupdiscussion.
Nextwewilltakeseveralofthebabypicturesoneatatimeandaskthestudentstofirstguesswhothestudentis.Once
theclassguessesthebabypicture,thestudentwillcomestandinthefrontoftheroomwiththeirpicture.Togetherasa
classstudentswillsharehowthestudenthaschangedorstayedthesamefromthebabypicture.Wewillalso
interchangethetermscompareandcontrasttotieintheskill.
Wewillthenfollowuptotheweeklyquestionforstory1ofunit4,Howcanfamiliarthingshelpuswithchange?
Studentswillgiveexamplesthatwehadpreviouslydiscussedorpossiblycomeupwithnewexamples.Next,
differentstudentswillhaveachancetobringouttheirfamiliaritemorheirloomtosharewiththeclass.Thestudentswill
sharewhattheitemisandwhyitisimportanttothemandtheirfamily.Studentswillthengettodisplaytheiriteminour

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heirloommuseum.
Attachments:
1. HeirloomEvidence3.JPG

FormativeAssessment
(ongoing)

Studentswillbeassessedthroughwholegroupdiscussionincludingparticipationandknowledgeofpriorinformation.

TimeFrame

Thisportionofthelessonisestimatedtotakeabout10minutesoftime.

Assessment/Rubrics

PresentationOfTheLesson
InstructionalStrategies

Studentswillparticipateinsingingalongwithapoemthatisalignedwiththethemeoftheweek.Thepoemiscalled
Favorite,OldThings.Studentsarenotrequiredtosingthewholesong,althoughmoststudentsdo,butallstudentsare
toshoutouttheunderlinedandboldvocabularywordsusedinthepoem.Next,Iwillcallonstudentleadersbyusing
Popsiclestickstocomeupandreadthevocabularywordsandtheirdefinitions.Studentswillbeaskedtoreferbackto
seehowthiswordrelatedtothepoem.
Wewillreviewtheskillfortheweek,compareandcontrast.Studentshavealreadybeenfamiliarwiththisskill.Iwillask
studentstotellmewhattheyknowabouttheskillcompareandcontrast.Studentshavepreviouslylearnedhandsignals
placingtheirhandstogethertosignifycompareandthenspreadingthemaparttosignifycontrast.Iwillexplainto
studentsthatgoodreaderslookforcluestoseehowthingsarealikeandhowtheyaredifferent.
Attachments:
1. Day2,3and4QuiltStoryGruff.notebook

FormativeAssessment
(ongoing)

Studentswillbeassessedthroughwholegroupdiscussionandparticipation.

TimeFrame

Thisportionofthelessonisestimatedtobeabout5minutes.

Practice:
InstructionalStrategies

Asawholegroup,Iwillreadaloudthesecondhalfof"TheQuiltStory"anddoareviewofthefirsthalfofthestory.This
storyisaboutayounggirlwhosemothermakesheraquilt.Thegirllovesthequiltverymuchanddoeseverythingwith
thisquilt.Thequilthelpsherthroughtheprocessofmovingtoanewhome.Lateronthestoryadifferentlittlegirlfinds
thequiltinheratticandusesittocomfortheraswellandshetoofallsinlovewiththequilt.Aswereadthestory
studentswillbetextdetectivesandanswertextdependentquestionsaboutthestory.Afterwefinishthesecond
portionofthestorystudentswillparticipateinadifferentiatedclosereadingtask.Studentswillworkin4different
leveledgroupstocompletetheclosereadingtask.Theadvancedgroupwillcompleteawritingpiecegivingtextedbased
evidencetocompareandcontrastthetwogirlsinthestory.The2onlevelgroupswillcompleteaVenndiagramto
compareandcontrastthetwogirlsinthestory.Thestrategicinterventiongroupwillcompleteasorttocompareand
contrastthetwogirlsinthestory.
Attachments:
1. Day3DifferentiatedGroups2.JPG
2.
3.
4.
5.
6.
7.
8.
9.

Day3DifferentiatedGroups3.JPG
Day3DifferentiatedGroups4.JPG
Day3DifferentiatedGroups5.JPG
Day3DifferentiatedGroupsEvidence.JPG
EvidenceDay3Sort.jpg
EvidenceDay3.jpg
QuiltStoryTextDependentQuestionsGruff.docx
TheQuiltStoryCompareandContrastSort.docx

FormativeAssessment
(ongoing)

Studentswillbeassessedbytheevidencebasedanswersgivenontheirclosereadingtaskandthroughtheirsmall
groupassignments.

TimeFrame

Thisportionofthelessonisestimatedtotakeabout20minutes.

ClosureAndSummarizing:
InstructionalStrategies

Afterstudentscompletethewebsincooperativegroupstheymustgototheirsmallgroupcenterswhichrotateevery
day.The4centersinclude:
VocabularyCenterinwhichstudentsaretousetheansweroftheweekandthephraseoftheweekinasentence
andcompleteanillustrationforeach.
WordWorkcenterwherestudentscompleteawordsorttopracticetheirspellingskill.Therearetwosortsto
providechoiceforthestudents.
FluencyCenterwherestudentsworkinpairstotimeoneanotherfor1minutetoseeiftheirfluencyimproveswith
3tries.StudentshavestorieswhichareassignedtothemontheirlevelthroughtheAcceleratedReaderProgram
(AR).
ReadingCenterwherestudentshavetimetoreadtheirARbooksandtakequizzesonthestoriestheyread.
Studentsalsohavetheoptiontocompleteabookreportonthestorytheyreadbutitisnotmandatory.

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DuringcentertimeIwillcallagrouptoworkoncomprehensionskillswithleveledreaderstoriesandalsopracticethe
skillcompareandcontrastaswellasintroducethehighfrequencywords.Thiswillgivemeaninsightonthestudents'
progressandgivethemmoreindividualizedinstruction.
SummativeAssessment

Thestudents'closereadingtasksandcenterworkwillbeusedtoassessprogressforDay3oftheunit.

TimeFrame

Thisportionofthelessonisestimatedtotakeabout3045minutes.

AnalysisOfData,Reflections/Modifications
Analysis

Theseconddayofthereadaloudhadalotmoreinformationforthestudentstorememberthanthefirstday.Thefirst
daywasjustaboutAbigailandhowshelovedherquiltandhowitcomfortedher.Thesecondhalfofthestorystudents
weintroducedtoasecondlittlegirllateronintime.Thestorywasn'tveryclearonthissoithadtobeexplainedingreat
detail.SomestudentshadahardtimegraspingtheconceptthatAbigailandthelittlegirlwerenotthesamepersonand
thatAbigailalsowasn'tthelittlegirlsmother.Theillustrationsandotherimportantdetailsinthestoryweresupposedto
helpthestudentsseethatAbigailandherfamilylivedinthepast.Despitereallyhavingtodigdeepintothetextduring
thereadaloud,studentsdidwellontheirtasks.Theclosedreadingassignmentsweredifferentiatedinto3different
assignmentsaccordingtoreadinglevelbasedupontheirmostuptodateSRIscores.Despitethelevel,allstudentshad
tocompareandcontrastthelivesofAbigailandthelittlegirl.9studentsreceivedanoutstanding,5studentsreceiveda
good,3studentsasatisfactory,and2neededimprovement.These2studentsputlittleeffortintotheirwork.Iwillmeet
withthesetwostudentsandhavethempairreadthestorytogetherandfixtheirwork.Thiswillhelptoseeiftheynow
haveanunderstandingofthestory.

MaterialsNeededForTheLesson
Materials

ReadingStreet:ScottForesman:Unit4:Manual

References

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