Rachel Birkey

Guided Reading Lesson

Discovering Patterns in Fiction and Non Fiction
2nd grade, Allen Elementary
Teaching Date: April 4th
University Supervisor: Dr. Leffler

READINESS
Big Idea: Oh the patterns you will find!

I. Goals/Objectives/Standard(s)
A. Goal- Students are demonstrate an understanding of differences between fiction and
nonfiction
B. Objective(s)--
Students will be able to compare and contrast fiction to nonfiction based on an
understanding of text features.
In guided reading groups, students will explore and make predictions of the content
based on key features in the text.

C. Standard(s): Professional Society/State/District

2.RL.2.4 Make predictions about the content of text using prior knowledge of text features,
explaining whether they
were confirmed or not confirmed and why.
2.RN.3.1 Use various text features (e.g., table of contents, index, headings, captions) to locate
key facts or
information and explain how they contribute to and clarify a text.
II. Materials:
- A variety of Nonfiction and Fiction texts for students to sort, copies of March 2017 edition of
Scholastic News: Dr. Seuss Never Gave Up, Copies of a variety of books written by Dr.
Seuss, worksheets for students to go through at a station, and clipboards.
III. Management
a. Time: Mini Lesson 5-8 minutes, About 10 minutes for each group. Total time: 30
minutes
b. Materials: If students choose to go on their IPad at the end of the lesson, they must be
on MyOn, if not I will take away the IPad, and they may read a book.
c. Space: I will begin at the carpet, during our rotations students will be at the Library
(across from my table) with the Dr. Seuss books, or at their seats/ Alaska for MyOn
d. Students: Students will be encouraged to participate with their partners and have
natural response as they read, however they must keep a quiet voice so that others can
hear or concentrate. I will have the Ipad with me to give out/ take away dojo points
depending on behavior. If students continue to not behave during the activities I may
separate them from the rest of the group.

IV. Anticipatory Set

While we are waiting for some of our classmates to come to the carpet I want you to turn to
a friend and whisper about some of your favorite Dr. Seuss books (like the Cat in the Hat) or
tell them something you know about Dr. Seuss.
V. Purpose: Today we are going to use Dr. Seuss to explore the difference between nonfiction and
fiction texts so that you can have a better understanding of when to trust a text as a real
fact.

PLAN FOR INSTRUCTION

Use major concepts, principles, theories, and research to construct learning opportunities that support
students development, acquisition of knowledge, and motivation.
(ACEI 1.0)

VI. Adaptation to Diverse Students

Some of the students in our class often go to learning labs during our guided reading time because
of things such as ELL, or being illiterate. However, if these students are not picked up by
 their teacher, they will also have the opportunity to choose to look through the books
provided at my one workstation. Otherwise, MyOn is often used in our classroom and the
students understand how to navigate MyOn.
Jamison is autistic, and recently because of medications he has become increasingly
aggressive. If he is not behaving we will call support. He may also just need clear directions
with what behavior I expect from him (i.e. no interrupting) However, my hope is that by
having him in the Nonfiction group first he will be hooked. Jamison loves facts, therefore I
hope that by providing background knowledge he will be more likely to enjoy the books at
my fiction workstation.
(ACEI 3.2)
VII. Lesson Presentation (Input/Output)
(ACEI 2.1)
.
o Minilesson:
Today we are going to look for patterns we see in both nonfiction and fiction
text. In fiction there are parts that are not real, or are made up. In
Nonfiction all of the text tell us facts which are true. Up here I will be
creating a chart of some things you can find in a fiction or nonfiction text.
Some patterns that we may find in a nonfiction are: a story about a real
person, a timeline, lots of nonfiction books have pictures, captions and
titles. Fiction texts include anything that is not true, if I were to read a book
that started with Once Upon a time. Would it be fiction or nonfiction. It
would be fiction, because we know in a fairytale not every detail is a true
fact. Up here I will have a few books that we are going to quickly sort. We
do not have enough time to read them but we quickly look at a book and
sort it into which category we think it may belong in. We will put the ficton
books on the right and the nonfiction on the left. Can I have a volunteer for
our first book I will hold up a book and the students will place them in the
correct spot, we might quickly discuss a key thing they noticed.
o Workstations:
Those of you who are waiting for your small group leader to come you may
go on your Ipads to read until they get here, be sure that you are watching
and ready. I will pull some of you who are staying to come work at the table
with me, those who are not with me have the opportunity to explore some
fiction at the back table, if you finish that early you can proceed to work on
your ipad until I call you. However, I believe you will have plenty to enjoy
and explore.

o Guided Reading Lessons (Subject to change when I show this to Miss

Johnson)
Group 1: Jaelan, Kaliah, Larenzo, Jamison
Group 2: Christian, Ethan, Keyonna,
Group 1 and 2 are at similar levels
Students who are at a learning lab: Brysin, Mary, Ervon, Jordan

Guided Reading Group 1:

1. Prereading
- Students will be given a scholastics Magagine about Dr. Seuss
I have this magazine for us to use for our nonfiction reading today.
Before we begin to read I want you to look over the title, and the cover.
What do you predict this article is about? In many nonfiction texts we look
at the titles and the subtitles to find out what we will learn as we read. You
will see a few as we read and I want you to use those as keys, but also we
will always stop before beginning a new section to chat a bit.
2. Reading (model, guide, monitor, adjust)
Lets open up, I will read the first paragraph and I want you to be
reading along silently. Do you have any new ideas about the article after
reading the introduction? Lets see if you can find out why Dr. Seuss
decided to write. Now each of you will have the opportunity to whisper
read. I want you to stop when you get to Publishing the Book
 What did you notice? Why do you think the words Draft and
published are bolded? Nonfiction writes try to help us out by Bolding
vocabulary words, this way we know that these words are important to the
text, or they might be words we do not use every day. (I think we will need
to add that to our chart of patterns). Now I want you to read the last
section alone, see if you can find the main idea of what the author wants to
teach us.

3. Responding
The author included one other element at the end of her
article. Many nonfiction texts will give us a timeline at the end
or the beginning of a text to teach us about a historical event
or person. Timelines show us important events from the life to
the death of a person in the order that they happened. I will
give you a minute to attempt to read the time line to answer
the questions

Did anyone figure out the main idea or the theme of this
article? (Dont quit!) It is even in the titles! What were
some ways that this text was organized to help us read it?
4. Exploring
What evidence can you give me to show me this is a real
story of a real person?

5. Applying
Now who can tell me some patterns you might find in a
nonfiction text? I want you to store all of these strategies in
your brain. Now you have the opportunity to go to the
other table and look for different patterns that you might
find in fiction.

Guided Reading Group 2 (We will follow the same format as the first
group because the ability levels are similar however I will make a
few modifications)
1. Prereading
What were some things you did at your last station? Did you enjoy
reading books by Dr. Seuss? Today we will be reading an article about Dr.
Seuss. I have this magazine for us to use for our nonfiction reading today.
Before we begin to read I want you to look over the title, and the cover.
What do you predict this article is about? (allow students to respond). In
many nonfiction texts we look at the titles and the subtitles to find out
what we will learn as we read. You will see a few as we read and I want you
to use those as keys, but also we will always stop before beginning a new
section to chat a bit.

2. Reading
We will follow the same reading format as group 1:
Lets open up, I will read the first paragraph and I want you to be
reading along silently. Do you have any new ideas about the article after
reading the introduction? Lets see if you can find out why Dr. Seuss
decided to write. Now each of you will have the opportunity to whisper
read. I want you to stop when you get to Publishing the Book
What did you notice? Why do you think the words Draft and
published are bolded? Nonfiction writes try to help us out by Bolding
vocabulary words, this way we know that these words are important to the
text, or they might be words we do not use every day. (I think we will need
to add that to our chart of patterns). Now I want you to read the last
section alone, see if you can find the main idea of what the author wants to
teach us.
 3. Responding
The author included one other element at the end of her article.
Many nonfiction texts will give us a timeline at the end or the
beginning of a text to teach us about a historical event or person.
Timelines show us important events from the life to the death of a
person in the order that they happened. I will give you a minute to
attempt to read the time line to answer the questions
Did anyone figure out the main idea or the theme of this article?
(Dont quit!) It is even in the titles! What were some ways that this
text was organized to help us read it?
4. Exploring
What evidence can you give me to show that this was a true
story and not just a piece of fiction?.

5. Applying
What were some patterns you saw in each of the texts? How were
each of them different. If I had you sort other books into fiction and
nonfiction would you change any of the books? Now that you know more
about Dr. Seuss would you like to look at his books again? Do you like
fiction or nonfiction better? Why?

Workshop:
Students will be given multiple examples of Dr. Seuss books (many
which I am sure they have read before). Each student will take a clipboard
with a worksheet, and after exploring a bit work through the worksheet
(provided at the end of this document). The purpose of this workstation is
for students to explore and enjoy reading fiction while noticing some
differences between fiction and nonfiction so that they can better explore
the text in my guided reading group.

(ACEI 3.3)

VII. Check for understanding.

At the workstation students will be filling out a worksheet to show how they spent their time at the
workstation. While students are at the table with me reading Scholastic News, I will be asking
personal questions and jotting down what I notice students are doing or thinking.

VIII. Review learning outcomes / Closure

Class, now that you have had some opportunities to explore different books I want
you to tell me if you would move any of the books we sorted to a different group.
Nonfiction texts tell us facts about real people and events, they are 100% true. A fiction
text may include some things that are made up or exaggerated.

PLAN FOR ASSESSMENT

Formative: To see students understanding of fiction and nonfiction I will create a chart at the
beginning, then each student will have the opportunity to sort the books into which category they
belong to.

Summative: To see that students understood the minilesson I will be assessing the worksheets to see
what conclusions students drew based at the fiction station. I will also be jotting down some things I
notice while I am working with students at our nonfiction guided reading group.
(ACEI 4.0)

REFLECTION AND POST-LESSON ANALYSIS

1. How many students achieved the lesson objective(s)? For those who did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
a. Blooms Taxonomy
b. Gardners Multiple Intelligences
7. How did students determine if a text is fiction or nonfiction?
8. What predictions do students make based on text clues in a nonfiction text?
Revision Date: 10/24/16
Name:_________________________

Which book(s) did you look at?

Share 3 things that you found which show this book is

fiction
1. ______________________________________________________
______________________________________________________
______________________

2. ______________________________________________________
______________________________________________________
______________________
 3. ______________________________________________________
______________________________________________________
______________________

Now that you finished the worksheet you may continue to read Dr. Seuss
books, go on MyOn, or see if you can add your reading to your list of books
on your IPad!