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Reading Block Planning Sheet

Name __Brittany Stanchio School ___Dixon Elementary____ Grade__2__

Standard(s):

ELA RI 2.1 Ask and answer questions such as who, what, when, where, why, and how
demonstrate understanding of key details in a text

ELA RI 2.2 Identify the main topic of each paragraph of a multi-paragraph text

ELA RI 2.3 Describe the historical events in a text

ELA RI 2.5 Know and use various text features (e.g., captions, bold print, subheadings,
glossaries, indexes, electronic menus, icons) to locate key facts or information in a
text efficiently.

Objectives:

After watching the teacher model how to use various text features, students
will be able to use the same various text features locate key facts or
information in the text efficiently with 90% accuracy.

Following an informational read aloud, the students will be able to use who,
what, when, where, why, and how to be able to list key details and describe
historical events in a text, with 95% accuracy.

Following an informational read aloud, the students will be able to identify the
main topic of each paragraph of a multi-paragraph text with 95% efficiency.

Evaluation:

The students will complete a text feature sort by matching a picture of the
text feature to the name of it. The student will use glue stick to glue the
matching pair in their reading notebook/journal. During teacher conferences,
the teacher and student will go over the text features, making sure they are all
matched correctly.

The students will create and complete a graphic organizer on the informational
text. The graphic organizer will focus on the main idea and key details.

Materials: List all materials that will be used during the reading block.

Book: Veterans Day (Rookie Read Aloud) by Jacqueline Cotton

Book: National Geographics

Chart paper

Equity Sticks
Sonday System Sound Cards

Text Feature pictures and headings (x30) - http://www.thecurriculumcorner.com/wp-


content/pdf/nonfiction/featuressort.pdf
Pencils/pens
Veterans Day Passage - http://www.readworks.org/passages/day-veterans
Index Cards (Task Cards from Small Groups)
Students will need: Scissors, Reading Notebook/Journal, Glue stick

Whole Group Instruction: Please bullet or number the steps.

Word Work:
A. Motivation -
1. Ask students: Have you ever needed to find a fact or piece of information in a
book, but didnt want or have time to read the whole book? This would be the
ideal time for you to use text features to help you find the fact or information
you are looking for. Text features are things like Table of Contents, Glossary,
Bolded words, Italics, Index, Title, Headings and subheadings, etc. All of these
features are used to organize the text and help readers locate information
easier.
2. Tell students: Today we will continue to learn how to use text features
effectively; so next time you are looking for a certain fact, youll know how to
find the information quickly in a text. Since good readers practice reading with
correct accuracy and rate, we will practice this, as well. But first, we need to
review the phonics sounds we have been working on, so we can keep our minds
fresh incase we come across one of them, while reading.

B.Instructional Procedures
(Part 1-Review)
1. First we will review sound cards 1-35, quickly.
2. Students will read sound of each card aloud.
3. Ask the students, Can anyone remind me what is our new sound this week? Give
them time to answer (wh) then tell them we will all make the sound together
while tracing the two letters in the air using their index and middle finger (At this
time sound out wh and trace the letters in the air with the students). Tell them
great job, now we will move on to continue working on identifying and using
different text features.
4. As you know we have been working a lot with text features, lately. This week we
will review the features we learned, talk about why each feature is important and
the role it plays, where these features can be found (What kinds of books? Where
are they located in the book?) Review text features with students by asking them
the following questions:
a. What kinds of books can text features be found in?
b. What is the main reason (overall) we would use these features?
c. What is an index? Call on students using equity sticks and don't move on
until students to give you the correct definitions (list, in alphabetical order,
of names, subjects, etc., that references the pages those names or subjects
can be found on) Then ask, Where can an index be found in a book? (in
the back of the book) Draw an equity stick and call on a student to answer.
d. What is a title? Call on students using equity sticks and don't move on until
students to give you the correct definitions (the name of the book) Then
ask, Where can a title be found in a book?(on the cover of the book, in
the first few pages of the book also)
e. What is a glossary? Call on students using equity sticks and don't move on
until students to give you the correct definitions (a list of terms with their
meanings, found in a text, alphabetically organized; similar to a small
dictionary, but only contains terms from or about the text) Then ask,
Where can a glossary be found in a book?(in he back of a book by the
index)
f. What is a Table of Contents? Call on students using equity sticks and don't
move on until students to give you the correct definitions (a list of chapters
and the pages on which they start) Then ask, Where can an index be
found in a book? (at the beginning of a book, right after the title page)
Draw an equity stick and call on a student to answer.
g. What are maps? Call on students using equity sticks and don't move on until
students to give you the correct definitions (can be used to show where a
location is, or an event took place, or even compare and contrast one
location to another) Then ask, Where can an index be found in a
book? (anywhere) Draw an equity stick and call on a student to answer.
h. What is a heading? Call on students using equity sticks and don't move on
until students to give you the correct definitions (title of a page in an
article or section in a book, such as a chapter title or news paper article)
Then ask, Where can a title be found in a book?(throughout the book or
on the front page, at the top, of a news paper article)
i. What is a subheading? Call on students using equity sticks and don't move on
until students to give you the correct definitions (a more detailed heading
given to a smaller section of a piece of writing). Then ask, Where can a
subheading be found in a book? (Throughout the book, under a heading).
j. What is a diagram? Call on students using equity sticks and don't move on
until students to give you the correct definitions (a labeled drawing or
picture demonstrating the appearance, structure, or graphic form of
something or someone) Then ask, Where can a diagram be found in a
book? (anywhere). Draw an equity stick and call on a student to answer.
k. What are Bold Words? Call on students using equity sticks and don't move
on until students to give you the correct definitions (They place emphasis
on the importance of that word and can if a glossary is available, the
bolded word with its definition attached will most likely also be listed in
the glossary). Then ask, Where can bolded words be found in a
book? (throughout the book) Draw an equity stick and call on a student to
answer.
l. What are captions? Call on students using equity sticks and don't move on
until students to give you the correct definitions (used to describe what is
shown in a picture or illustration) Then ask, Where are captions be found
in a book? (mostly under pictures or illustrations) Draw an equity stick and
call on a student to answer.
m. What are charts and tables used for? Call on students using equity sticks
and don't move on until students to give you the correct definitions (used to
organize information in smaller spaces in order to compare, or show
relationships between text) Then ask, Where are charts and tables be
found in a book? (throughout the text) Draw an equity stick and call on a
student to answer.
5. Tell students,Now that we have refreshed out memories on text features I will
hand out a text feature sort for each of you to complete. You will cut out each
picture on the second page and glue them under the correct name on the first
page. Once you have glued all 10 features under their names, write your name,
date and number on your paper and raise your hand.
6. As the students complete the activity I will walk around the room to make sure
everyone completely understands text features, stopping to help anyone that may
be having difficulty.
7. Once everyone has completed this activity, take up the papers to begin the next
activity.
8. Tell students, Since tomorrow is Veterans Day we are going to talk a lot about it
throughout the week.
9. Introduce the passage by reading the title and author.
10. Place the passage under the projector so that the text becomes enlarged, on the
smart board, for the whole class to see.
11. Have the students come sit on the carpet, calling one table at a time.
12. Tell students, this passage will give you more information about Veterans day as
we read. Please read along with me because when we get to our social studies
lesson, we will need to know this information to come up with great questions to
ask a veteran, then write an article about everything we have learned.
13. As you finish reading the passage, ask students questions about what we just read
and if they saw any text features in the passage. Allow one minute for them to
talk with a partner as you walk around listening in on each group.
14. Use equity stick to call on a group.
15. Continue calling on groups until each text feature is named. Then move on the
next lesson.

C.Closure Tell students, Today we have reviewed our weekly phonics sound, wh,
text features, and learned information about Veterans day. I am so impressed with
your hard work. Remind students to look for any text features they may find in their
books during independent reading and to write the name of the feature and what page
number it is located on, in their reading notebooks. You should all have at least one
feature written down, if not more. If you would like to challenge yourselves and earn
a DoJo point, write down any words that begin with /wh/ also in your notebooks.Tell
them, You will share your journals with me during our reading conferences.

Focus Lesson:
B. Motivation -
1. Ask students: What makes a Veteran, someone who has served in the military, so
special they have their on National Holiday ?
2. Tell students: Today you will learn all about Veterans and their day, while finding
the key details and main topic of the text.

B.Instructional Procedures - On chart paper, draw a large rectangle, then draw three
arms, two arms will come from the bottom corners of the rectangle and the third will
come out from the bottom middle of the rectangle. Each arm will have a square
attached to it.(We will be drawing a main ideas and key details graphic organizer.)
1. Above the rectangle, write Main Idea above the rectangle, and discuss the meaning
of the word- The main idea is the authors purpose of the text; it is the most
important thought of the text.
2. Above the first square (branched off from the rectangle), write key detail #1 and
explain to the class that we will be finding 3 key details in the text that will
support (help) the main idea.
3. Above the middle square (branched off from the rectangle), write key detail #2.
4. Above the last square (branched off from the rectangle), write key detail #3.

5. Introduce the book, Veterans Day (Rookie Read Aloud) by Jacqueline Cotton.
6. Tell students to listen to every detail in the story because after the story we will
discuss the three most important details together.
7. Read the first two pages, then stop. Ask students, What is this book about? Ask
them how they figured their answers out (give evidence).
8. Remind the students that we use who, what, when, where, why, and how to help
us find our key details, so listen out and try to answer those questions as we
continue to read.
9. Continue reading the book, stopping on the pages that answer each of those
questions above.
10. As those questions get answered make bullet points under the graphic organizer on
chart paper, so that when we do back and make them key details the students can
reference the answers to each question.
11. Finish reading the book.
12. After the entire book has been read, the teacher will go over the answers to each
of the 6 questions written on the chart paper. We will discuss how some of those
questions and answers can go together in complete sentence, making it a key
detail.
13. Allow the students to partner talk about which questions and answers could go
together and have them make a complete sentence out of them. Walk around
while the students partner talk to ensure they are grasping the concept.
14. Call on each group to listen to what they have come up with. Discuss how we may
can add to what they have, to create a complete key detail, if necessary.
15. Continue this procedure until the class has come up with 3 key details about the
text.
16. Make sure all the students understand before dismissing them for independent
reading.
17. Ask students how the boy is feeling. Have them talk with their partners to share
their thoughts and provide evidence to support their claim.

C.Closure Tell students that good readers pay attention to main ideas and key details
in stories to help summarize and remember the story. Tell students that during their
independent reading today, they should read a non-fiction informational book. Tell
students that in their reading notebooks they should draw a graphic organizer, just like
the one we just completed in class. Students should fill in the graphic organizer with
information and key facts, in their book.

Small Group Instruction: Use the attached form for planning for small groups

Independent Activities:
The students will complete a text feature sort by matching a picture of the text feature
to the name of it. The student will use glue stick to glue the matching pair in their
reading notebook/journal. During teacher conferences, the teacher and student will go
over the text features, making sure they are all matched correctly.

The students will create and complete a graphic organizer on the informational text.
The graphic organizer will focus on the main idea and key details.

Students may take AR tests.

Students may visit the book room to get a new book.

Supplemental Activities (Early Finishers, Enrichment, Remediation)


Complete each of the following sentences:
o Students who finish early will be allowed to read and take AR tests or act as
peer mentors, helping the peers, that may be having trouble, understand.
o Students who desire enrichment will be directed to write an acrostic poem
about Veterans Day.
o Students who need remediation with text features will be provided small
group and individual instruction to help with understanding and using text
features.
o Students who need remediation with finding the main idea and identifying key
details in a text will be provided small group and individual instruction to help
with identifying the main idea and finding key details using who, what, when,
where,why, and how.

Accommodations for Students with Special Needs


Include student names, when appropriate, and specific accommodations that will be
made to presentation of lesson, materials, environment, product, and assessment.

Aiden will receive one-on-one help with the teacher. The teacher will prompt
Aiden by asking important questions throughout the story, during independent
reading. Then she will proceed with small groups.
Small Group Plans for 11/9/15

Group: Pink
Title of Text: ____The Middle One is a Green Kangaroo________________

Author: __Judy Bloom_____________ Level:_Accelerated Reader 2.5___

Focus:

Text Features
Identifying main idea and key details using who, what, when, where,why, and how
in a chapter book.

Procedures:

1. Review text features by handing each student a picture of one and having
them quickly write a brief description down and tell where they can find that
text feature in the book. The teacher will call on each student to show their
text feature to the other group members and read what they have written
about it to the others in the group, make sure everyone understands before
moving on.

2. The students will continue with the chapter book from yesterday.

3. Since this is a chapter book, we will quickly review chapter 2 together. Then
the teacher will give them back their index cards and have them create a
graphic organizer on the main idea and key details for Chapter 2, in their
reading notebook/journals.

4. The teacher will work with each group member, providing support to help
complete these organizers. Then, we will go over the organizers together, so
that everyone is on the same page. After the discussion, tell the students that
we will move on to Chapter 3 tomorrow and dismiss them to continue their
work independently.
Group: Blue
Title of Text: ____The Middle One is a Green Kangaroo________________

Author: __Judy Bloom_____________ Level:_Accelerated Reader 2.5___

Focus:

Text Features
Identifying main idea and key details using who, what, when, where,why, and how
in a chapter book.

Procedures:

1. Review text features by handing each student a picture of one and having
them quickly write a brief description down and tell where they can find that
text feature in the book. The teacher will call on each student to show their
text feature to the other group members and read what they have written
about it to the others in the group, make sure everyone understands before
moving on.

2. The students will continue with the chapter book from yesterday.

3. Since this is a chapter book, we will quickly review chapter 2 together. Then
the teacher will give them back their index cards and have them create a
graphic organizer on the main idea and key details for Chapter 2, in their
reading notebook/journals.

4. The teacher will work with each group member, providing support to help
complete these organizers. Then, we will go over the organizers together, so
that everyone is on the same page. After the discussion, tell the students that
we will move on to Chapter 3 tomorrow and dismiss them to continue their
work independently.
Group: Yellow

Title of Text: __Decodables book 1-15/National Geographics______


Author: ___N/A_____ Level: Grade Level decodables
Focus:

Consonant Digraph: wh
Text Features
Identifying main idea and key details using who, what, when, where,why, and how
in a chapter book.

Procedures:

1. We will do a quick review using the Sonday System sound cards 1-35 and adding
in card 38-wh .

2. The teacher will flip the cards as the students quickly say the sounds on the
card.

3. The teacher will correct any student that may be making the a different sound
than what the sound cards says.

4. Once the review is complete the teacher will pull out a National Geographics
book and provide the students with 1 post it note each.

5. The teacher will assign each student 1 text feature to find in the book.

6. The student in turn will find the text feature he or she is assigned to, mark it
with a post it note and tell the reason that specific text feature is important, as
the teacher and other students in the group observe.

7. Repeat this procedure until everyone has a chance in the group. Make sure
every student understands before moving on.

8. The teacher will talk with the group about the decodable story they read the
previous day.

9. Using the task cards each student in the group was asked to create the previous
day, the teacher and the group will put them together and decide how they can
create 3 key details from these task cards.

10. As the group discusses the key details and comes up with a main idea, they will
create and complete a graphic organizer, like the one modeled in class, so they
can write in the conclusions of our conversations.

11. Once the group has discussed and completed the organizers together, they will
be dismissed to go work independently.

Group: Green (#1)

Title of Text: __Decodables Book 1-15/National Geographics

Author: ___N/A_____ Level: Second Grade Level

Focus:

Consonant Digraph: wh

Text Features

Describing key details using who, what, when, where, why, and how and identifying
main idea

Procedures:

1. We will do a quick review using the Sonday System sound cards 1-35 and adding
in card 38-wh .

2. The teacher will flip the cards as the students quickly say the sounds on the card.

3.The teacher will correct any student that may be making the a different sound
than what the sound cards says.

4. Once the review is complete, the teacher will pull out a national geographic
book. She will provide each student in the group a list of the text features, we
have been working on to refer to as they go over them.
5. The teacher will turn to each text feature in the book and call on one student
to name the text feature and tell why it is important. The student is allowed
to use the list to help them distinguish which text feature they are asked to
name. This activity will continue until each member has named at least one
feature and we have gone over all the features. The students that are not in
turn will follow along, since this is a group activity.

6. The task cards will be laid out in front of the students. Using the task cards
each student in the group was asked to create the previous day, the teacher
and the group will put them together and decide how they can create 3 key
details from these task cards.

10. As the group discusses the key details and comes up with a main idea, they will
create and complete a graphic organizer, like the one modeled in class, so they
can write in the conclusions of our conversations.

11. Once the group has discussed and completed the organizers together, they will
be dismissed to go work independently.

Group: Green (#2)


Title of Text: __Decodables Book 1-15/National Geographics

Author: ___N/A_____ Level: Second Grade Level

Focus:

Consonant Digraph: wh

Text Features

Describing key details using who, what, when, where, why, and how and identifying
main idea

Procedures:

1. We will do a quick review using the Sonday System sound cards 1-35 and adding
in card 38-wh .

2. The teacher will flip the cards as the students quickly say the sounds on the card.
3.The teacher will correct any student that may be making the a different sound
than what the sound cards says.

4. Once the review is complete, the teacher will pull out a national geographic
book. She will provide each student in the group a list of the text features, we
have been working on to refer to as they go over them.

5. The teacher will turn to each text feature in the book and call on one student
to name the text feature and tell why it is important. The student is allowed
to use the list to help them distinguish which text feature they are asked to
name. This activity will continue until each member has named at least one
feature and we have gone over all the features. The students that are not in
turn will follow along, since this is a group activity.

6. The task cards will be laid out in front of the students. Using the task cards
each student in the group was asked to create the previous day, the teacher
and the group will put them together and decide how they can create 3 key
details from these task cards.

10. As the group discusses the key details and comes up with a main idea, they will
create and complete a graphic organizer, like the one modeled in class, so they
can write in the conclusions of our conversations.

11. Once the group has discussed and completed the organizers together, they will
be dismissed to go work independently.

Works Cited

http://www.readworks.org/passages/day-veterans

http://www.thecurriculumcorner.com/wp-content/pdf/
nonfiction/featuressort.pdf
Professional Reflection

In this Reading lesson, I believe like I met my instructional objectives. I feel the students

learned a lot about text features and key details. The students were evaluated on the text feature

sort activity, as well as their graphic organizers. Therefore, I feel like they learned what was

intended, in this lesson.

I feel the students were productively engaged during the lesson. I did alter the

instructional plan, as I taught the lesson. I provided students with a National Geographics book

and showed each table of students how to find the text features, so they had more resources to

refer to. Although my lesson plan lists accommodations, as needed, I did not need to provide any

accommodations throughout this lesson.

Some additional support that wouldve enhanced my lesson include a poster with text

features on it, so all the students could quickly refer to it, as needed. If I had the opportunity to

teach this lesson again to the same group of students, I would work on my voice tone and

provide them with a text features poster.