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5-Day Shared Reading Lesson Plan Grade 2Lesson Description: The teacher will teach the students reading strategies to help them with their learning Time frame: 10-20 min per dayBook Title: Click, Clack, Moo Cows That Type by Doreen Cronin and Betsy Lewin Overview: (summarization of text) This story is about a farmer whose cows find an old type writer in the barn and start writing him letters making demands for electric blankets to keep warm. When the farmer refuses they go on strike and the chickens follow suit. The farmer demands they produce milk and eggs. They deliberate and decided to make a trade. Electric blankets for the typewriter. The ducks are neutral so they take the notes back and forth and are in charge of delivering the typewriter to the farmer. However instead of receiving the typewriter, the farmer gets a letter from the ducks making a demand of their own.Rationale Supporting Choice: This book has simple language and some repetition. The book is funny so it will keep the students engaged. There is rich language, which will provide new words for the students to learn. It also has a message in it, compromise, so there is meaning they students can take from this and make connections to. It also provides a variety of punctuation to help the students practice how to read with the different stops, pauses and expression. Ontario Curriculum: Overall Expectations (Reading):-1. Read and demonstrate and understanding of a variety of literary, graphic and informational texts, using a range of strategies to construct meaning-3. Use knowledge of words and cueing systems to read fluently Ontario Curriculum: Specific Expectations (Reading):-1.3 identify several reading comprehension strategies and use them before, during, and after reading to understand texts-1.4 demonstrate understanding of a text by retelling the story or restating information from the text, with the inclusion of a few interesting details-1.5 use stated and implied information and ideas in texts to make simple inferences and reasonable predictions about them-1.6 extend understanding of texts by connecting the ideas in them to their own knowledge and experience, to other familiar texts, and to the world around them-1.7 identify the main idea and some additional elements of texts-3.1 automatically read and understand many high-frequency words, some words with common spelling patterns, and words of personal interest or significance, in a variety of reading contexts-3.2 predict the meaning of and quickly solve unfamiliar words using different types of cues, including:? Semantic (meaning) cues;? Syntactic (language structure) cues;? Graphophonic (phonological and graphic) cues-3.3 read appropriate texts at a sufficient rate and with sufficient expression to convey the sense of the text to the reader and to an audienceMaterials: (the book and…)Day 1: markers and chart paperDay 2: markers, construction paper, and pushpinsDay 3: overhead projector, lyrics to punctuation song on an overhead clear sheet, sheets of paper with sentences from the book, pencilsDay 4: baby books of Click, Clack, Moo Cows That Type by Doreen Cronin and Betsy LewinDay 5: baby books, paper, pencils, student journalsLESSON FORMATDay 1 Lesson Goal: Students will use prior knowledge and information from the text and pictures, on the cover and inside flap, to make simple inferences and predictions of what the story Click, Clack, Moo Cows That Type is about Success Criteria:I will talk to my classmates about what I see and read on the front of the book. I will brainstorm what the book may be about.I will make a prediction about the book. I will listen to the teacher and my classmates.I will participate in the discussions. What teachers say/doWhat students do/sayBefore: Motivational Hook/engagement/introduction (Minds On)Show students the cover of the book. Read the title. “Click, Clack, Moo Cows That Type by Doreen Cronin and pictures by Betsy Lewin”. “Using the title and what you see on the cover, discuss what you think the story is about with a partner.”Give them a minute to discuss and have them share with the class what they think. Write down their answers.“Tell me what you and your partner think the book is going to be about.”“What information did you use to make these predictions?”Read the students the blurb on the inside flap. “Farmer Brown has a problem. His cows like to type. All day long he hears click, clack, moo. Click, clack, moo. Clickety, clack, moo. But Farmer Brown’s problems REALLY begin when his cows start leaving him notes…” “Given this bit of extra information, discuss with your partner any further predictions you can make.”Give students another minute to discuss and then share with the class again. Write down these answers underneath/beside other predictions.“Okay, so tell me what new predictions you and your partner made. I’m going to write them down next to the other predictions we made.”“What information did you use this time?” Students are sitting on the carpet in front of the teacher. Students are actively participating in discussions with their classmates and making predictions based on the text and pictures on the cover and inside text. “It could be about cows who write a story.”“Maybe its about cows learning to spell.”Students are volunteering answers of what they think the book will be about. “Maybe the cows type something to the farmer.”“The farmer gets really angry at the cows for typing so much.”Students are figuring out what information they used to make their predictions.“I used the title.”“I used the picture.”During: Working on it/action Read through the book once with little to no interruptions, modeling the reading for the students and pointing along with the words. Prompt students to pay attention to see if their predictions were right.“Make sure you are looking at the pictures and listening to the words to see if your predictions were right.” Pause at the cows first note. “What do you think the farmer will say?” “What do you think the cows will do?”Pause again at the page where the cows are having an emergency meeting. “What do you think the cows will decide?”Pause lastly at the page where all the animals are sleeping and the farmer is waiting for the duck to bring the typewriter. “What do you think will happen next?”Students are actively listening to the story, following along with the words and pictures. Students are thinking about their predictions and if they are coming true. Students are making predictions about the story as prompted by the teacher. “The farmer will say no.”“The cows will write another letter.”“The cows will agree to the farmer’s demands.”“The ducks will keep the typewriter.”Students are listening respectfully. After: Consolidation (reflect and connect)Read the students predictions to them.“As I read out each prediction tell me if it was right or wrong by telling me about that part of the story.” Put check marks beside the ones that are right.Talk about how their first predictions are different from their second set of predictions. Did more of one set come true than the other? “Are your predictions the same or different? Did more of one set come true than the other?” “Why do you think that?”Talk about the more information you have the stronger your predictions will be. “Having more information guides you in what the story is going to be about and can help you solve what the ending may be.” Students are participating in the discussion by retelling parts of the story to confirm the predictions.“We were right because the farmer got mad when the cows went on strike.”“We were right because the cows write a letter to the farmer asking for blankets.” Students listen to the teacher and their classmates. Students consolidate their knowledge of how to predict a story and what information they would use. Students compare and contrast the 2 sets of predictions and figure out why they may be different.“We had more information.”Day 2: Lesson Goal: Students will identify new words in the text and sort them into word type categories to put on the Word WallSuccess Criteria: Students will do their best to read along with the teacher. Students will raise their hand when they see a word they don’t know. Students will try to sound out the word or point it out to the teacher. Students will categorize each word into a word type. What teachers say/doWhat students do/say Before: Motivational Hook/engagement/introduction (Minds On)Review the Word Wall that is sorted into word type (noun, adjective, verb) and discuss what each type is. “What is a noun? An adjective? A verb?”Pick a few pages in the book and find words that match words on the wall. “What words do we see on this page that we already know?”Students are sitting on the carpet in front of the teacher. Students are actively participating in the group discussion. Students are following on each page looking for words that they know. Students show understanding of word types. During: Working on it/action Read the book and point to each word. Encourage the students to read too. “Try to read along with me. We’ll go slowly.”As the book is being read have the students raise their hands when you come to a word that they don’t know. “As we read each page, if there is a word you don’t know raise your hand. We are going to be adding them to our wall.”Have the students try to sound out the word and point to the word on the page. Give the correct pronunciation. Have the kids say it. Record the word on a piece of construction paper to post up on the Word Wall. “What do you think this word means?”Discuss what the word means. Go through the entire book to find all the new words. Students are attempting to read along. Students are raising their hands when they see a word they don’t know. Students are attempting to sound out new words. Students are repeating the correct pronunciation of the word when the teacher gives it to them. Students are listening respectfully. After: Consolidation (reflect and connect)Have the students help decide what type of word each new word is (noun, adjective, verb, etc). This word means… What type of word is _____? A noun, adjective or verb? How do you know?”Have the students pin the words to the wall. Discuss what strategies they used to help sound out the words. “What parts of the word helped you when sounding it out? What parts made it tricky?”Discuss what helped them figure out what the words meant. “How did you know what the words meant? Did you look at the pictures? What are the words around it?”Students are actively participating in the group discussion. Students are volunteering to add words to the wall. Students are indentifying strategies they used for sounding out words and finding meaning. (e.g. first letter in the word, breaking the word into parts, looking at the pictures, using the context, etc)Day 3: Lesson Goal: Students will recognize punctuation in the text and use it to help their rate and expression as they read.Success Criteria:Students will identify periods, questions marks, commas, exclamation marks and quotation marks in the text. Students will read the text at an appropriate rate, pausing at commas and stopping at periods. Students will show expression when reading with an exclamation mark or a question mark.What teachers say/doWhat students do/sayBefore: Motivational Hook/engagement/introduction/ (Minds On)Display the words to the punctuation song on an overhead projector. Sing the punctuation song with the students and point along with the words (* see below for lyrics). Review what each one means.“What does a period mean?”“What does a comma mean?”“What does a question mark tell you?”“If I had the sentence ‘I like pizza’ and added an exclamation mark at the end, how would it sound?”“What do quotation marks show?”Students are sitting on the carpet in front of the teacher.Students are following along with the words on the projector screen and singing the song. Students are actively participating in the review discussion.“Periods are stops.”“Commas are pauses.”“Question marks tell us that you are asking a question and to raise your voice at the end.”“I LIKE PIZZA!”“Quotation marks show that someone is talking.”During: Working on it/action Read through the story, pointing to the words. Encourage the students to read along. “Read with me, follow along with my finger.”As you’re reading through stop at different punctuation marks and ask the students to identify it. “What punctuation mark is this and what does it do?”Have the students read the sentence again with an emphasis on the punctuation. Go through each one once throughout the story.Students are reading along with the teacher and following the words. Students are identifying punctuation marks as pointed out by the teacher.“That’s a period/comma/exclamation mark”“It’s a stop/pause”Students are using appropriate rate and expression as reading depending on the punctuation of the sentence. After: Consolidation (reflect and connect)Handout sheets of paper with different sentences from the book with varying punctuation. Have the students circle the punctuation, explain it to their partner and then read it out loud emphasizing the punctuation in the sentence through rate, or expression.“Okay, get into pairs. Each person will get a sentence from the book. I want you to circle the punctuation and explain what it means to your partner. Then read it out loud making sure to follow what that punctuation indicates. For example if you get an exclamation mark you need to say your sentence excitedly or loudly.”Students get a partner. Students use a pencil to circle the punctuation in their sentences. Students explain what the punctuation is to their partner Students read their sentences aloud using appropriate rate and expression depending on the punctuation. Day 4: Summary of Strategies and Activities:Lesson Goal: Students will practice using meaning (semantic) cues to solve unfamiliar words. Success Criteria: Students will indentify unfamiliar wordsStudents will use pictures to help figure out the meaning of unfamiliar wordsStudents will use synonyms of words to help solve the unfamiliar wordsStudents will cooperate with a partner to figure out meanings Before: Review the Day 2 lesson on new words and read them from the word wall, have the students look up synonyms During: Read the book, having students read along, when one of the unfamiliar words comes up have the students practice using the meaning cues of pictures and synonyms to figure it outAfter: Have the students get into pairs and read their baby books with each other, when they come to the unfamiliar words they will help each other practice them using meaning cuesDay 5: Summary of Strategies and Activities:Lesson Goal: Students will find meaning in the text and make text-to-self and text-to-world connectionsSuccess Criteria: Students will read the text with a partnerStudents will pick out meaning from the textStudents will make a connection to themselvesStudents will make a connection to something in their community or something they have heard around the worldStudents will read fluently along with the teacherBefore: Have the students get in partners and read the story together. Students will brainstorm what the story means and make connections to their own lives and the world. During: Read through the story having the students read along fluently. Discuss the meaning they found and the connections they made. After: Have the students write the meanings that the class brainstormed and their connections in their journals. Special Education Notes:Students with special needs could have their baby book in front of them each time to follow along more easily. They could have a list of sight words from the book to practice with an EA or at home. Do one-to-one conferencing with them during extension activities to make sure they understand or go over the lesson again. The student could have the book scanned into Kurzweil so they could have it read to them again with the words being highlighted for extra practice. The Punctuation SongI am a?period.I look just like a dot.Every time you see meYou must stop!I am a?comma.I look just like a hook.Every time you see meSlow down and look!I'm an?exclamation point.I'm full of surprise.Every time you see meWiden your eyes!I am a?question mark.You might ask me why?Every time you see meYour voice will go up high.We are?quotation marks.We're in groups of two.Every time you see usTalking is what we do.Whitehead, M. (n.d.). Mrs. Jones - Sing Along: The Punctuation Song (formerly songs/punctuation.html). Welcome to Mrs. Jones' Kindergarten Room!. Retrieved October 28, 2012, from ................
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