Observed Reading Lesson - Oct

Lesson Information
Student’s Name: Delaney Carone

Grade: 2
Title: Central Ideas and Key Details
Content Area(s): Reading
South Carolina Standards
2.RI.6 - Summarize key details and ideas to support analysis of thematic development.
Student Performance Objective(s) plus ”I can…” statement
I can find the central idea and key details of a text.
Estimated Time Required
8:50am - 9:30am (40 minutes)
List of Materials
Ants in Action Text
Teacher laptop
Smartboard projector
“Ants in Action” copies for students
Markers
Whiteboard markers
Instructional Procedures
Review
“I know it’s been a little while since we have had actual reading class because of testing, but does anyone remember
what we have been doing? That’s right! We have been comparing fiction and non-fiction, as well as, reading non-
fiction texts and looking at text features. What makes a text non-fiction, does anyone remember? Yes, non-fiction
texts are stories/books that help us learn. They have true facts and are not made up.”
Overview
“Today, we are going to be reading a new non-fiction text called Ants in Action. What do you think we are going to
learn about from this text? That’s right, we are going to be learning about ants. Everything in the text we are going to
read is true, which makes it non-fiction. Do you guys remember how we talked about headings? Headings are a text
feature that is used in books to separate topics that the author is talking about. (I am going to show an example of a
heading in a story). Well for today’s activity, there is none! Our job today is to find where the headings would go in the
story/where the author talks about different topics. First, I am going to show you the text on the board and I am going
to read it to you. As I read, I want you guys to see where the author starts talking about something else. Everything
that is talked about will be about ants, but it will be slightly different topics. After I read the text, you are going to get
with your table partner and you are going to chunk the text. To chunk the text is to break it up. You are going to work
with your partner in a rally table consensus (which is explained in the presentation portion) draw a line on the text of
where you think the author starts talking about a new topic. At the end, we are going to come back together and see
where we all think the lines should be.”
Presentation
1. Read the text Ants in Action (without headings) on the screen.
[I will project the article on the board and read it aloud to the class.]
2. Read once and say we are noticing when the author changes what they talk about. It’s the same idea, but it’s
a different part.
[As I read it, I will explain how we are noticing that the author changes what they talk about. It is still related to ants,
but it is a different topic about ants.]
1
3. Read again and Model stopping when the author changes what they’re talking about.
[I will read the article from the board again, pausing when the author changes what they are talking about and model
thinking. “Hmmm, I see that now the author is now talking about where ants live instead of just talking about how ants
work… let’s continue and see if there are any other changes.” I will only model this one time because students are
going to have to find the rest of the changes with their partners, but I will continue to read the rest of the article,
pausing when appropriate.]
4. Have students rally table consensus with a partner (with a copy of story) and pass a marker back and forth to
draw a line each time the author changes what they’re talking about.
A rally table consensus is when a group or partners take turns doing the same assignment. I will explain this strategy
to my students and relate it to the mad libs activity we did last week. Pairs will be made based on the person they sit
next to, tables of 3 will work as a group if there is an odd number of students that day. Each pair will get their own
copy of the article, and they will take turns drawing a line in the text where they think the author changes what they
are talking about. The partners will read the story together as they do this.]
5. As students are working, circulate to find a few pairs to call on to do the chunking consensus (next)
[As the students are doing the rally table consensus, I will be walking around and monitoring their work (kidwatching)
to see if they are understanding the task or not. I will also be looking for pairs that are doing a good job that I can call
on to give their answers when the activity is finished. Having students that are correct share their answers may help
struggling students better understand the concept if hearing it from their peers.]
6. *Come back as a class and discuss the chunking and create a class consensus on the whiteboard (where it
is chunked the right way).
[At the end of the activity, we come back as a class and talk about where they drew their lines. I will ask for students
to agree or disagree with their peers and when we reach an agreement, I will ask for a few students to come to the
board and draw a line on the projected article where they did on their paper.]
Exercise
Students will work with their partner to chunk the text into sections based on topics.
Summary
I will close the lesson by having students reflect on their experience working with their partner to chunk the text. I will
ask them if they think it was easy or hard to find where the author switches topics and how they worked with their
partner to figure out where to draw their lines.
Post Unit Plan Procedures

Assessment
Observe students as they work with their partners to see if they can find where the author changes topic. I want to
see that students are discussing main ideas and details and how they change throughout the text.
Intervention/Adaptation for Special Needs
ELL students will get instructions repeated to them and simpler vocabulary will be used to facilitate understanding. I
will also read the text to them if they need more help than their partner can give them.
Early Finishers
If any of the partner groups finish early, I will have them start to come up with ideas for headings of their underlined
sections.

Observed Reading Lesson - Oct

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Lesson Information

Student’s Name: Delaney Carone

Post Unit Plan Procedures

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