Libby Kent

ED 215R
LESSON 3 Plan: Deliver on Wednesday, November 19th, 2014
Readers Workshop (Mini-lesson, independent reading with conferencing, whole group
share)
RATIONALE FOR THE LESSON:
The students have just finished up learning about the text features of nonfiction books. As
a reminder about how to understand the information in nonfiction books, my CT thought
it would be nice to have a lesson linking the pictures to the words. Some students already
realize the potential of the pictures, but others do not make the connection yet. The
reading level range in this second grade classroom is from emergent readers (Levels A-B)
through transitional readers (Levels H-M). Students will be able to use their own justright nonfiction book from their book box to work on using this strategy. Making this
connection for the students will allow them to become better informational readers and
they might produce better illustrations for their own books they are writing as well.
OUTCOMES/GOALS:
For the Student:
CCSS.RI.2.7: Explain how specific images (e.g., a diagram showing how a
machine works) contribute to and clarify a text.
For the Teacher:
WTS #6: The teacher uses knowledge of effective verbal, nonverbal, and media
communication techniques to foster active inquiry, collaboration, and supportive
interaction in the classroom.
Dispositions:
The teacher recognizes the power of language for fostering self-expression,
identity development, and learning.
The teacher is a thoughtful and responsive listener.
LEARNING OBJECTIVE:
The students will be able to use the illustrations in nonfiction books to help them to better
understand what they are reading.
ASSESSMENT:
I will ask questions to the students during their independent reading time to see if they
understand the concept. I have decided to have the students write post-its with the page
they are looking at and the information they read about and then posting them on a chart
in the room so I know who needs help and who understood it quickly. When the students
share in front of the class I will be able to tell if they used the pictures to help them
understand the information in the book. Observation will be my primary method of
assessment. The behaviors I am looking for in the students are having them look at the
illustrations to lead them to predictions about what the words may explain in more detail.
I will have a paper with the names of the students while I walk around to record
anecdotal records of my observations.
STRATGIES FOR STUDENTS OF VARYING LEVELS OF DEVELOPMENT AND
IDENTIFIED LEARNING NEEDS:

The students will be able to use their individual books and I will be able to give varied
levels of support to each one. I will spend more time with the students who are
struggling. The student with autism will need frequent, friendly reminders to stay on task
and perhaps a bit more prompting than the rest of the students.
MATERIALS:
-projector and pdf files of pages I will be modeling with
-students book boxes,
-post-its/pencil
TOTAL TIME NEEDED: 12 minutes (mini-lesson), 2 minute transition, 30 minutes
(practice/read to self), 2 minute transition, 12 minutes (partner and group sharing), 2
minutes (transition to recess) = 60 minutes
PROCEDURES: (Explain in detail.)
a.) Introduction: Good morning second graders! You may notice another adult in the
room today. She is my teacher at my school and has come in to see what wonderful
learners and readers you all are. She is very friendly and wants to see each one of you on
your best behavior. Is everyone sitting on their bottom with their hands to themselves?
Looks like we can begin now. Last week you were looking at ways to map the stories you
are reading to help you find the main idea. We will continue that work into todays
lesson. Today in readers workshop we are going to be learning how the pictures in
nonfiction books help us to better understand what we are reading. Pictures are a good
indicator of the main idea. As you already learned, nonfiction books have pictures and
diagrams to explain what the words are talking about. We will be using post-it notes to
record the information that we learned from looking at the illustrations and then reading
the words.
b.) Demonstration: We will be looking at the pictures of this book I have projected on the
active board about ants. The title of the book is Ants, Ants, and More Ants, and its
written by Brian Roberts. (See end of lesson plan for specific pages used.) The first page
we will look at is page 8. I have put a cover over the words on this page so that we are
looking at the picture first.
I will point out some things I see in the picture that I think I might learn about when
reading the words on the page. Lets see. I see this huge ant on the right with these huge
jaws. They look pretty sharp. Maybe the ant uses them for ripping things. On the bottom
picture, there are some ants that seem to be cutting a leaf. I can even see a line in a half
circle shape where the ant might be cutting. I wonder if the ants are cutting the leaf in
smaller pieces to carry back to their nest. These are some very interesting pictures! Now
that I have looked at the pictures and thought about what the words might be about, I can
now read the words. The words say, some ants have large, sharp jaws. They use their
jaws to cut food and to fight. Look at that! Many of the things I noticed in the picture
were part of the words. I was able to look at and use the picture to help me understand
what the words say. I have a post-it note written already with what I want to say about
this page. I wrote down what page it is, and the fact that I learned from looking at the
picture and reading the words. My post-it note says ants have jaws to cut food. As part
of my lesson today, I would like you all to put your first post-it you write on the
Tracking our Thinking poster on the wall. So since this is my first post-it, I am going to
go put it on my number on the poster before moving on.

c.) Participation: I am going to show you another page of the book so that you guys can
practice using the pictures. On page 9 of this book is another set of pictures, and again I
have covered up the words. I would like you to discuss with your neighbor about what
you see in this picture and what you think the words may be about. Ok, we will discuss in
321. Raise your hand if you would like to share your observations. What made you
think what the words were going to say? Does anyone else have any observations for this
picture? Remember to raise your hand. We did a good job looking at these pictures. Lets
uncover the words to see what they really say. We will all read these words together as a
group like you do for your morning letter. Ready? groups of ants. Most ants build nests
under or on top of the ground. Good job second graders! Lets discuss with our partners
how looking at the picture first helped us to understand what we just read. I will get the
post-it note ready. 3.2.1. Okay. I have written the page number so far. Raise your
hand if you have an idea of what we should write on it. (After calling on students to get
their idea of what to write) Now that we have our post-it, we will again stick it on the
page.
d.) Closure: Now that I have shown you two examples of how to use the pictures in a
nonfiction book to help you better understand what you are reading I would like you to
try it on your own. At your reading spot I would like to see your nonfiction book out,
your post-its, and a pencil. Remember that you are looking at the picture first and then
reading the words for more information. We are going to something a little different this
time, so listen up. After you have written one post it with a fact that you learned from
looking at the pictures and reading the words, I would like you to come put it on the
Tracking our Thinking chart on the wall in the space with your number on it. Dont
forget to put the page number on your post-it so that you can find the page again later.
Does this make sense to everyone or are there any questions? After you have written at
least one post-it, I would like you to work on writing some more by using the pictures. I
will know when the class is ready to start sharing once everyone has put their post-it on
the chart. Okay, I will dismiss you by what colors you are wearing today to get your book
boxes, pencil, and post-its and find a reading spot where you will not be talking.
e.) Practice: Students will have about 30 minutes to work on using the pictures in their
nonfiction books to help them understand what they are reading. I will walk around to
confer with students and help them if necessary. I will look at the Tracking our
Thinking chart to see which students understand the concept already and which ones
may need additional help.
f.) Performance: Second graders, it looks like everyone has put their post it notes on the
chart and is ready to share. Please come back to the carpet with your book boxes and sit
next to your reading partner. Please pick up your post-it from the chart before you sit
down on the carpet. Once everyone is sitting and quiet, we will begin.
I know that you are all excited to share the pictures and information in your book with
each other so I would like everyone to open up their books in front of them to the page
you looked at and have your post-it that you just picked up ready. You may begin
discussing with your partner in a level one voice after all of the post-its are passed out.
(partner discussions for about 5 minutes)
Alright, second graders, lets bring it back to the whole class. Who would like to share
their illustration in their book with the whole class? You may come up to the front here.
Remember to use your loud teacher voice so everyone can hear your wonderful

observations. If you would like me to read your post-it while you describe your picture,
you may do that too.
(2-3 examples based on time.)
Lets give your classmate thumbs up for doing a great job, or raise your hand for a
question or comment to give them.
g.) Closure/Recap:
You guys did a wonderful job of using the illustrations in your nonfiction books today to
help you to better understand what you are reading. This is a strategy that you can use
when reading anything that has pictures. It would also be a good idea to make sure your
own illustrations you are drawing in your writers workshop help your reader to better
understand what you are writing in your book. I will dismiss you from the carpet to put
your book boxes away and line up for recess by calling on whoever is sitting quiet and
looks ready.