LITERACY FOCUS LESSON PLAN TEMPLATE

Adapted from Calkins (2001)

Your Name: Allison Barron and Haley Gross
Unit Topic: Readers Make Predictions
Focus Lesson Topic: Readers use what they know about text to make predictions
(think about text structure)
Grade Level: Second Grade
INFORMATION ABOUT THE FOCUS LESSON
Learning Goals/Objectives:

Students will be able to make predictions using what they know about the text and
the text structure.

Relevant Common Core Standards:

2.RL.2.1 Ask and answer questions (e.g., who was the story about; why did an event
happen; where did the story happen) to demonstrate understanding of main idea and
key details in a text.

2.RL.2.4 Make predictions about the content of text using prior knowledge of text
features, explaining whether they were confirmed or not confirmed and why.

Teaching Strategy: Read aloud

Materials including literature:

Red: A Crayons Story by Michael Hall

A pointer
Writing composition book
Pencil or Pen
Sticky Notes

Rationale for the Lesson:

This lesson is important because it encourages students to improve their reading

skills, and to use the surrounding text and text structure to make predictions. By
doing this, it allows students to use the surrounding words, pictures, and sentences
to help with predicting what is to come in the book, as well as help with words that
they may struggle with. In addition, this lesson will provide the students the
opportunity to practice making predictions about a book by using the text structure.
Students will have an idea on how to do this from the various types of books that
have been read during Reading Workshops, as well as from the books that they have
read that are available in our classroom library.

References for Materials and Instructional Ideas:

Collins, Chapter 4. Readers Build Good Habits

Laminack, Lester L. Unwrapping the Read Aloud: Making Every Read Aloud
Intentional and Instructional
 Why Read Aloud Matters. Scholastic

LITERACY FOCUS LESSON PLAN

Connection

What did we learn about the qualities of a good reader yesterday? Can anyone tell
me what those qualities would be that we talked about yesterday? Yes, that is correct
Emily, good readers should be able to listen carefully to the story, make personal
connections between the book and their own experiences, pay attention to details
within the book, reflect on how the book makes them feel and make predictions.
Another thing good readers should be able to do is use the surrounding text and text
structures to help make predictions, as well as help with words that could be difficult.
Today, I am going to teach you how to make predictions using what you know about
the text and the text structure.

Teaching

I have brought with me today the book that we discussed yesterday. Can anyone tell
me what the name of that book was? Yes, Jason, it was Red: A Crayons Story by
Michael Hall. Today, I also brought some copies of the book, so that you all have your
own to read along with me, like we did yesterday. (Pass out the books to all of the
students) Unlike yesterday, we are not going to go on another picture walk, but I
would like you to turn and talk with your partner about the text structure that you
see within the book, and point out any difficult words that you and your partner see.
Before I begin reading, I would like a couple of you to come up and grab a sticky
note, and place it on a difficult word that you and your partner found. (Allow one
student from each pair to come up and do this) Now that we have some difficult
words covered up, we are going to make some predictions throughout the book,
using the surrounding text and the text structures to help us figure out these words.
(Allow the students to give some predictions on how they will figure out what the
word is) Those were some awesome predictions! Lets begin reading and see what
happens! (Read the title of the story and introduce the author again; stop and
discuss with the students the surrounding text and text structures that help when
predicting and figuring out those difficult words that are covered up)

Active Engagement

The students will be able to help me make predictions about the book. They will have
their own copies of the book, so they will be able to use the surrounding text and text
structure to help with difficult words, as well as make predictions. I will ask the
students to turn and talk to each other after finding a difficult word, and they will
discuss the surrounding text and text structures used to figure out the word, as well
as discuss the predictions they made. During this time, the students will have their
writing composition notebooks as well, so they will be able to write down ideas on
how to predict and any notes that they made about the book, and any difficult words
they found and how they used the surround text and text structures to figure it out.

Link
Now that I have showed you an example of how to use the surrounding text and text
structures to make predictions, as well as help in figuring out difficult words, I would
like you all to go to your reading center, either at your desk or in our designated
reading center by the classroom library, and make predictions about a book you
would like to read using the surrounding text and the text structures within the book.
You can use your writing composition notebooks to write down your predictions and
any surrounding text or text structures that were helpful when making your
prediction or with figuring out a difficult word.
ASSESSMENT & SUPPORTS

Formal Assessment

I will hold a conference with each student, once they have completed their reading
assignment, or a certain amount of pages. During this conference, I will ask the
student to tell me about his or her chosen book. I will write down notes about the
students progress, and where I would like his or her reading level to be at by our
next conference. We will then set goals that are attainable for the reader, and I will
write down a reminder for the student about our next conference, as well as a
positive note.

Anchor Chart

What book are you reading? What is its

genre?
Were there any words that you did not
know or understand?
Did you use surrounding text or text
structure to help you with the word?
Did you use context clues when making
your prediction or when you came
across a difficult word?
Do you feel comfortable in your ability to
use surrounding text and text structures
to make predictions?

Summative Assessment

I will assess the goals of the unit through the students writing composition notebook,
and their reading capabilities, depending on which level each student is at. Within
this, the students will have every writing piece that we have worked on throughout
our unit, that coincides with the book that they are reading for our Reading
Workshop. I will grade these individually to each student, based on their writing and
reading progress from the beginning of the unit to the end.

Supports and Accommodations (for children with special needs and/or

language differences)
Students with special needs will be allowed to have an aid with them, if need
assistance. Students with language differences will be allowed to read from books in
English, as well as their own native language.