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Small Group Reading

Students will begin a study of butterflies by reviewing non-fiction text features. They will look through pictures in a butterfly book and discuss features like captions and subheadings. During guided reading, the teacher will have students locate features in the text and add them to an anchor chart. Students will then practice explaining what they learned about butterflies and how text features helped their understanding. To assess comprehension, students will write one thing they learned on a sticky note.

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184 views2 pages

Small Group Reading

Students will begin a study of butterflies by reviewing non-fiction text features. They will look through pictures in a butterfly book and discuss features like captions and subheadings. During guided reading, the teacher will have students locate features in the text and add them to an anchor chart. Students will then practice explaining what they learned about butterflies and how text features helped their understanding. To assess comprehension, students will write one thing they learned on a sticky note.

Uploaded by

api-302843778
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Small Group Reading- Butterflies

VITAL INFORMATION
Author

TylerKiecolt

*Subject(s)

ELA/Science

Topic or Unit of
Study

Butterflies/Insects

*Grade/Level

2/ReadingLevelI

*Summary

Studentswillbeintroducedtoourstudyoftwodifferentbutterflybooksandwillbegivensometimetoflipthrough
thepicturesofourfirstbook.WewillthenmoveintoareviewofourknowledgeofNonFictionTextFeatures
beforewebeginreadingandsearchingforthosefeaturesinourtext.

STANDARDS AND DIFFERENTIATED INSTRUCTION:


*Standards

Know and use various text features (e.g., captions, bold print, subheadings, glossaries,
indexes, electronic menus, icons) to locate key facts or information in a text efficiently.
(2.RI.5)

Differentiated
Instruction

Thistextisatthelevelofallstudentsinthegroup.Wewillcreateasmallanchorchartasagroupforstudentsto
refertoastheysearchfortextfeaturesinourtext.

EEI (ESSENTIAL ELEMENTS OF INSTRUCTION) - LESSON PLAN ELEMENTS


REQUIRED:
Objective

Studentswillbeabletolocateandnamenonfictiontextfeaturesinabookandexplainthepurposetheyserve.

Anticipatory Set

Introduceournewstudyonbutterflybooks.Then,askstudentstothinkbacktoourstudyonnonfictiontext
features.Whataresomeofthosefeatureswehavelearnedabout?Whydoweusetheminournonfictionbooks?As

ideasarepresented,Iwillwritethemdownforustorefertoasweread.

Teach Lesson /
Model

Askstudentstobeginwhisperreading.Attheendofpage4,stopreaderstoseeiftheyhavefoundanytextfeatures
yet.Ifyes,thestudentwhosharesthattheyfounditwillputastarnexttothatfeatureonoursmallanchorchartor
addittothechartifitisntyetonthere.Wewilltakeabriefmomenttoexplainwhatthistypeoffeaturehelpsus
learn.

Guided Practice

Givestudentstimetowhisperreadagain.Afterafewpages,havestudentsstopandshowapartnerwhatnonfiction
textfeaturestheyfound,andthenshareouttothegroup.

Independent
Practice

Endbygivingstudentsafewmomentstoreadtothemselves.Comebacktogetheranddiscuss:whatinteresting
informationdidyoufindoutaboutbutterfliesasyouread?Howarebutterfliessimilarordifferentfromour
mealwormsthatwehavebeenstudying?

Closure

Giveeachstudentastickynotetowritedownonethingtheylearnedaboutusingtextfeaturesinabook,andhand
themtomebeforegoingtotheirnextrotation.

Iwillmonitorstudentresponsesthroughoutthelessontoseeifstudentsareunderstandingthecontent.Attheendof
Evaluation
thelesson,studentswillturninastickynotewithsomethingtheylearnedaboutusingnonfictiontextfeatures.This
*Assessment/Rubric
willallowmetoquicklyassessifstudentssynthesizedtheinformationwediscussedthroughoutourguidedreading
s
lesson,andifIneedtoaddressanythoughts/misconceptionsonMondaybeforewemoveon.

MATERIALS AND RESOURCES


Instructional
Materials
(handouts, etc.)
Resources

Books,paperforsmallchart,stickynotes,pencils
Guidedreadingbookcard(fromScholastic)

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