Brianna M.

Camposano
Fall 2019
September 17th, 2019
Grade 02 Reading-Writing Lesson

Reading-Writing Connection: Students will listen, think, read, speak, and write about characters and real
people. They will develop active listening, ask relevant questions, share information, and work collaboratively
with others.
Essential Understanding:

 The Steps for Monitoring and Clarifying my reading will help me gain a better understanding of the text.
Content Objective:
We will monitor comprehension and clarify.
Language Objective:
I will use text evidence to help me respond to the text using a graphic organizer.

Materials Teacher: Students:

- Silver Spoon - Glue
- Monitor and Clarify Anchor Chart (Premade) - Colors
- The Book: Spoon By: Amy Krouse - Pencil
- Vocabulary words and definitions
- Beginning and End Foldable (Premade)
- Spoon Template
TEKS:
2.6 I Students monitor comprehension and make adjustments such as rereading using background
knowledge, checking for visual cues when understanding breakdown.
Academic Vocabulary: Monitor, Clarify, Blue, Proper, Adventurous, Useful, Realize, Exotic
Evidence of Learning: Students will reflect on their understanding of the text, based on the beginning and
end.
Mini Lesson:
Engagement Activity:
1. The teacher will call groups to the carpet. Once students report to the carpet, they will gather in
a circle.
2. The teacher will start the lesson by using an anchor chart to go over the steps to monitor and
clarify ones understanding in a reading.
3. The teacher will begin to display the Spoon around the circle and discuss that the spoon is a
reflection of themselves. As students look at their reflection, they will describe what they don’t
see in themselves. They will flip it and show how unique they really are. This will connect to the
way Spoon sees himself.
4. The teacher will reread the story to see if the students understanding is correct.
5. The read aloud of the text Spoon will continue. Questions to ask: “What does a bit out of shape
mean?” Following the student’s responses, a follow up question will be asked, “Why does the
author use the describing words blue and a bit out of shape? How does this affect the
character?” Page 46. “Why does Spoon think knife is lucky?” Page 47. These questions will
monitor whether the student is understanding or reflect on areas they don’t understand.
 Brianna M. Camposano
Fall 2019
September 17th, 2019
Grade 02 Reading-Writing Lesson

Collaborative Group Activity:

6. Once the read aloud has finished, the teacher will begin to explain the collaborative group
activity. The teacher will say the selected vocabulary words stated in the story. Saying:
Blue, Proper, Adventurous, Useful, Realize, and Exotic.
7. The teacher will then ask students to get in their table groups. All groups will receive some
slips of paper with either a vocabulary word, definition, or picture on it. While the matching
slips are pasted around the room. The teacher will ask the groups to walk around the room
with their group to determine and match the slip with its word, definition or picture. This will
monitor their understanding of the words stated in the book by looking for visual clues.
8. The teacher will then bring the class together using an attention getter. Then begin
reviewing each word, to its corresponding definition and picture by asking each group.
Independent Writing Responses:
9. Students will be given a premade graphic organizer foldable and paper slips, that will be on
prior knowledge and connection to the text.
10. The teacher will then discuss with the class how the character in the story changed feelings
from the beginning of the story to the end. Questions to ask: How was Spoon feeling at the
beginning of the story? Why did he feel that way? As we got to the end of the story, how
did Spoon’s feelings change overtime?
11. The teacher will then ask students to think of a time they could relate to Spoon in the
beginning and end of the story. (Text to Self)
12. Students will then begin to respond.
Closure:
13. Lastly, students will create their very own spoon. In the spoon, students will reflect on
previous texts and relate it to the book Spoon. (Text to Text)
Note: All activities allow the students to practice and build a deeper understanding in how they can monitor
and clarify their reading. Along with using text evidence to help gather and reflect what they are reading to
what they are responding.