Kelso Elementary School Lesson Plan 2016-2017

TEACHER(S): Kelly and Richard Week of: March 27-March 31 Unit : 4A

Lesson: Informational
Grade/ Class 2nd/ELA Period(s):
Monday Tuesday Wednesday Thursday Friday

Reading
ELA.2.14C Describe the ELA.2.Fig19D Make
TEKS\ Objectives
order of events or inferences about text using
Engage and ELA.2.14B Locate the ELA.2.14B Locate the ELA.2.14C Describe the
ideas in a text. textual evidence to support
facts that are clearly facts that are clearly order of events or
Connect stated in a text. stated in a text. ideas in a text. [ELPS.4(G), 4(K)] understanding.
Underline verb * [ELPS.4(I)] [ELPS.4(I)] [ELPS.4(G), 4(K)]
What is __ What is __ List the 3 ideas List the 3 ideas You can tell from the
according to this according to this in this article in the order in this article in the text that
information? information? given. order given. Which sentence in
Which words tell What happened What happened the text shows you that ___?
Which words
you how long it takes to__? after __? after __? From this text the
tell you how long it
Question Stems * How do you know What happened What happened reader can tell that
takes to__? __? before __? before __? What can you tell
How do you What was the What was the from this text?
know __? first thing __ did? first thing __ did? Tell two things you
know about this person from
reading this text.
Academic Fact, informational text Facts, informational text Informational text, order, Informational text, order, Informational text, inference,
events, ideas events, ideas evidence
Vocabulary
Do Now What are facts? What is the difference Why do we order events Why is important to order What is inferencing?
between fact and opinion in a story? events in order?
10 Mins
Ask students, Why is it Read aloud an Have students
so important to locate informational text explain what is meant by
I will review and model finding Read a previously read
facts in a text. Let Use a graphic inferring and why it is
facts in a read aloud text from the text. Put 10 important
students turn and talk to library. organizer to allow necessary when reading.
facts out of order
a partner. Students students to practice Have small groups
share their answers and ordering events in a text. discuss how they approach
you further explain making inferences when they
about locating facts. read (I think about an
Read Aloud an experience, Someone told
information text in me, I read before, etc.)
Intro./Hook /I DO classroom library. Model Remind students
locating facts. that making an inference is
like being a reading detective
and makes reading more fun
and interesting
Introduce students to
inference true or false (unit
4.A, page 17)

Read aloud an informational

text for classroom library.
 As I read the text and
model, I will allow
students with a partner
or a group locate facts
and share them. We will
chart them down on
chart paper and the
student will write them
in their notebooks.
We Do
Teacher group and group
folder activities (locating
facts, characteristics of a
You Do text, and reading
comprehension.
Students must be able to
locate facts in a text in
order to fully understand
the whys and hows as
they relate to the main
idea. The specific facts
in a text are seldom
tested directly, however,
Elaborate/Indepe this skill is the
foundation for fully
ndent comprehending text and
Practice/Small using that
comprehension to make
group inferences and
(Activities) summarize the
information in the text.
Evaluate/Exit What does facts tell us in
informational text?
Ticket
Students will read sections of the
read aloud and find facts in the
section
Teacher group and
individual group folders.
(locating facts,
characteristics of a text,
and reading
comprehension
Students must be able to
locate facts in a text in
order to fully understand
the whys and hows as they
relate to the main idea.
The specific facts in a text
are seldom tested directly,
however, this skill is the
foundation for fully
comprehending text and
using that comprehension
to make inferences and
summarize the information
in the text.
How do facts help us
understand the text?
students discuss why the During Read Display the graphic
order is incorrect and how Aloud, have students organizer for Inference True
it could change the complete the organizer or False on the board after
understanding of the text. and discuss why order is the reading.
Discuss the important to their Explain to students
importance of describing comprehension of the that they will be in groups
events and things in text. and each group will decide
sequential order. Discuss whether the statement they
the language of order. are assigned is true or false.
Create an anchor After determining
chart using the Ten whether the statement is
Important Sentences. true or false, they will find
text evidence that supports
their response.
Give the groups an
adequate amount of time to
formulate their responses.
Have each group
share their responses while
you complete the graphic
organizer
Teacher group, individual Teacher group, individual Teacher group. Individual
group activities, dealing group activities, dealing group (inferences practice,
with comprehension, with comprehension, facts, comprehension)
ordering facts, main idea) ordering facts, main idea)
Students must Students must Inference is a highly tested
understand that the order understand that the order skill throughout all grade
of events included in text of events included in text levels and genre, and is a
is important to is important to vital life skill. Readers must
comprehension. comprehension. be able to take what they
Academically, it impacts Academically, it impacts read, consider the point of
summarization and summarization and view, and think about their
inference. In subsequent inference. In subsequent own knowledge in order to
grades, the order of grades, the order of determine the real meaning
events is tested using events is tested using of what they read. It is tested
charts, as well as simple charts, as well as simple on all four of the snapshot
questions such as What questions such as What assessments. Students must
happened (before, after, happened (before, after, analyze what they know and
next)? Those questions next)? Those questions what they read in order to
will be coded 2.14C. will be coded 2.14C. respond to inference
Students will not only be Students will not only be questions. In the case of
expected to retell in expected to retell in informational text, students
order, but paraphrase and order, but paraphrase and must assess the information,
summarize texts using summarize texts using not just on the words on the
the order of events, Fig. the order of events, Fig. page, but also previous
19E, and use the order to 19E, and use the order to information and experience.
make inferences using the make inferences using
information, Fig. 19D. the information, Fig. 19D.
What words do we use When you dont keep the What do we use to make
when putting things in story in order, what inference?
order? happens?
Homework
Weekly Accommodations and Modifications
SPED ELL 504 Gifted & Talented