Name: Sarah Heier

Content Area: Reading- Small group

Grade Level: 2
Lesson Length: 15 minutes

For each section, refer to the Lesson Plan Rubric for more information about what to include.
Throughout the lesson plan, incorporate technology and how you will differentiate to meet the needs of your particular group of students
Contextual Information and Rationale
Provide background information about the content lesson, including why it is important for students to learn, why it is relevant for their
lives, and how this lesson fits into a broader sequence of learning.

Students will have just been instructed in a whole group lesson introduction to summarizing fictional texts. At the beginning of the
reading content time, the teacher will have introduced summarizing through reading The Recess Queen, a book that students have
previously heard and are familiar with. The teacher will have then given a mini lesson on summarizing using an anchor chart following the
“Somebody Wanted But So" method of summarizing. Summarizing fictional texts is an important lesson for students to learn because it
can help them to better comprehend the text they are reading. It will help them to pick out the most important parts of the story and aid
in their understanding of problem and solution, which they have had instruction on earlier in the year. In addition, summarizing fictional
texts will help them in the future when they move to summarizing nonfiction texts and learning about different social studies and science
concepts through reading nonfiction.
Lesson Objectives
State and/or National Standards: Essential Questions: (What question(s) will students grapple with as they learn
through this lesson?)
VA SOL 2.8 The student will read and demonstrate  How does summarizing help us better understand the story?
comprehension of fictional texts.
e) Describe characters, setting, and important Primary Content Objectives:
events in fiction and poetry. Students will know:
h) Summarize stories and events with beginning,  Fictional stories have a beginning, middle, and end.
middle, and end in the correct sequence.  A summary is a retelling of the most important parts of a story.
j) Read and reread familiar stories, poems, and
passages with fluency, accuracy, and meaningful Students will be able to:
 expression.  Read fictional text with fluency, accuracy, and meaningful expression.
 Summarize the first chapter of a fictional text using Somebody Wanted
But So.

Assessment: Describe how you will assess students.

Assessment 1: Students will be preassessed on their knowledge of story elements to orient them to the guided reading lesson. Students
will be asked what a fiction story is and how they know that certain stories are fiction and not nonfiction. The students will then be asked
about what they just learned in the whole group reading lesson. They will be preassessed on their knowledge of summarizing based on
their ability to define summary and tell what goes in a summary, i.e. the most important parts of the story using Somebody Wanted But
So.

Assessment 2: Students will be informally assessed on their ability to use the Somebody Wanted But So anchor chart and method of
summarizing. After reading the first chapter of the guided reading book, the students will be asked about each part of the summarizing
method and will be informally assessed on their ability to fill in each part. This will be done all together as a group with each student
answering a different part of the summarizing chart and showing how they know the answer. After reading the second chapter aloud
together, students will be filling in the graphic organizer while discussing each part together. This will guide the teacher’s instruction to
see if they need more scaffolding in filling in the second chapter parts or if they can do so on their own. The teacher will also use this
information to guide instruction for the next day’s lesson on summarizing using the same book.

Instruction
Use the columns below to detail what the teacher and students will be doing throughout the lesson, as well as the materials, resources,
and technology that will be used. You are encouraged to divide your plan into sections based on the instructional model you are using. For
example, a gradual release plan may include sections such as “I do,” “we do,” “you do together,” and “you do alone.”

[0:00-2:00] Introduction and connecting to prior knowledge:

 Students will be seated at the back table around the teacher
 The teacher will begin the lesson by saying, “We just had a minilesson about summarizing a fiction text. Can someone raise their
hand and tell me what it means for a story to be fiction?” The students will raise hands and say that fiction means it is made up; it
is not a true story. The teacher will ask how they knew the story they read for read aloud was fiction and not nonfiction. The
 students will raise their hands and be called on to respond.
 The teacher will then ask, “Now can anyone raise their hand and tell me what a summary is?” The students will raise their hand
and offer the definition along the lines of: a summary is a retelling of the most important parts of the story. The teacher will then
ask, “What is included in a summary? What are the most important parts? Think back to the anchor chart of Somebody Wanted
But So”.

[2:00-3:30] Goal orientation:

 The teacher will introduce the lesson by saying, “Today in group we will be starting a new book called Ling & Ting Share a Birthday.
We will read the first two chapters of this book and pick out the most important parts of each chapter to help us summarize what
happened. Take a look at the cover of the book, the title, and table of contents. What predictions do you have for this book?”
 Students will look at the title, cover, and table of contents and offer predictions for what might happen in the first chapter and
future chapters of the book. When students offer responses, the teacher will follow up by asking students why they made those
predictions with the goal being for them to point out evidence from the physical text.

[3:30-10:30] Read Aloud and Summarizing Discussion:

 The teacher will start the guided reading group read aloud by having each student take turns reading a page aloud. The teacher
will start with the student at the left and move around the half circle with each student reading one page at a time. The teacher
will instruct the students that are not reading aloud to be following along with the words because we are going to summarize each
chapter together using Somebody Wanted But So.
 The students will take turns reading the pages in the first chapter aloud. The teacher will scaffold unknown words as needed using
decoding strategies such as looking at vowel patterns, splitting the word up, and using known words.
 At the end of the first chapter, the teacher will stop the students and say, “Now we will summarize this first chapter together.
Using our anchor chart (placed behind the teacher on the board) what is the first thing from the chapter we should pick out?” The
students will say somebody. The teacher will then say, “Can someone raise their hand and tell me who are the main characters of
this chapter?” A student will respond with Ling and Ting. The teacher will then ask another student if they agree or disagree and
how they know they are the main characters. The teacher will write the response on a sticky note and put it on the anchor chart.
 The teacher will then move to the next part of the anchor chart and ask, “In this chapter, what did the main characters want?” As
this is the first time the students are doing this, the teacher will scaffold this answer a little more by adding, “Did they want to be
 the same or different?” The teacher will then call on someone to answer and follow up by asking them how they know that Ling
and Ting want to be the same. The teacher will write the response on a sticky note and put it on the anchor chart.
 “The next part of the anchor chart, ‘but’, is the problem of the chapter. If we know Ling and Ting want to be the same, what is the
problem in this chapter that they face?” The students will answer with a response about not having the same shoes. The teacher
will ask a student to show them in the book where they can find the problem. The teacher will write the response on a sticky note
and put it on the anchor chart.
 “The last part of the anchor chart that we will use in the first chapter of the book is the ‘so’ part. This means how is the problem
solved. Can someone raise their hand and tell me and show me in the book how the problem that they don’t have the same shoes
is solved?” The students will respond by raising their hand and saying they each wore one of each colored shoe. The student will
also point out this solution in the book. The teacher will write the response on a sticky note and put it on the anchor chart.
 After each section of the anchor chart, except for the ‘then’ section, has a sticky note. The teacher will reread each sticky note and
say, “These are the most important parts of the chapter that we can use in a summary. Can someone tell me a summary of this
chapter using our sticky notes that we made together?” The teacher will call on a student to give a summary of the chapter and
will give them the sticky notes in order to use as a resource when providing a summary of the chapter.
 The teacher will then have the students read the next chapter aloud in the same way that they read the first one, one by one with
each student reading a page aloud and the others following along.

[10:30-15:00] Activity to Reinforce Concepts:

 After they have read the chapter aloud, the teacher will give them the Somebody Wanted But So sheet to fill in together. The
students will be answering each section together in the same way as before, but instead of the teacher writing the responses on a
sticky note, the students will be writing their responses on their paper.
 After each student has filled in their paper, the teacher will say, “When we summarize each chapter of a story, we can better
understand the most important parts of the story as a whole. From these two chapters we can see that Ling and Ting are the main
characters of the whole story and they like to be the same. Tomorrow we will read the next two chapters and work on
summarizing those chapters to see if there are other similarities across chapters when we summarize.”
 The teacher will then instruct students to put their papers in their mailboxes and move to their next reading station.