Olivia Graff

2nd Grade Lesson Summary

Reading and literature instruction will take place from 7:50-9:50 this morning in the classroom.
7:50-8:20am Morning Work
The students will arrive and get settled into their
morning routine. They have been modeled the
behavior expected of them all year and know how to
come in and get settled. On their desk, they will have
a worksheet covering similar prefixes. The day before
we had a whole group lesson on prefixes and how
they change words. We discussed how you could
decode words based on prefixes that you already
know. This worksheet will cover common prefixes
and words used with them so that the students can get
practice matching meaning to words with prefixes.
The students will work individually to cut and paste
the meanings onto the prefix word. After the students
are done, they should get their library books out or
visit the library to select new books if eligible. The
students have also been modeled this and know that
this is part of their daily routine.
I came up with this idea based on my own 2nd grade
placement. Having morning worksheets is a great way to have kids come in and settle down at
their own pace without having to explain instructions over and over again. As the students come
in, they can begin working on the worksheet on their desk. It covers a previously covered and
taught lesson so the students should be familiar with it. It is a great way for the teacher to asses
informally how well the students are grasping the information as well as reinforce what is being
taught. In Phonics They Use, they discuss using common prefixes to teach students how to
decode. On pages 162-163, they talk about a prefix lesson framework, which would be the basic
foundation for the lesson the day before. This worksheet would help to enhance and reinforce
that lesson so students have a better understanding of decoding words.
Standards:
ELACC2RF3: Know and apply grade-level phonics and word analysis skills in decoding words.
d. Decode words with common prefixes and suffixes.
[If they read library books]
ELACC2RL10: By the end of the year, read and comprehend literature, including stories and
poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the
high end of the range.
8:20-8:35am Whole Group Instruction
After morning work is done, we will begin our whole group instruction to set the tone for the rest

of the literacy block. Today we will be covering reading informational texts, specifically in
social studies. This time will be used to show students ways of reading informational texts. The
students will stay seated at their desk and the teacher will use the white board to write down
ideas. The first question posed to the students will be What are the different reasons an author
writes a book for? The students will recite Persuade, Inform, and Entertain. They have
already had a lesson on the different purposes for writing and reading, so PIE is familiar to them.
Based on the video Clay's 2nd Grade Daily 5 Example where the teacher discusses the authors
purpose in a mini lesson. I am modeling my lesson on that in some ways. The next question the
teacher will pose will be What is the purpose of a history book?. The students will respond
with INFORM! enthusiastically since they know that a history book is an informational text.
Next I will ask them what they think the author is trying to inform us about in our history books.
At this point, I will begin writing their ideas under the heading History Informational Texts on
the board. Ideas for students responses include to teach us about the past; to tell us about
important people; to show us what life was like back then. After we have a good list going, the
teacher will introduce the book the students will be reading this week in their small groups and
as a whole class. The book is about James Oglethorpe and will cover Georgia history and the
founding of Savannah. The teacher will hold up the large teacher read along book for the
students to look at. Next, the teacher will ask what they think the author is trying to inform us
about James Oglethorpe. Under the heading Information about James Oglethorpe, the teacher
will write what they think we will learn about him. Ideas of students responses include where
he was born; when he was born; what made him important; where he lived; what he did as an
adult. The teacher will conclude this mini lesson with preparing the students to read the first
chapter of James Oglethorpe and begin thinking about the 5 Ws and how of the text. On the
board, the teacher will write each of the words down so that they can include important
information in each. The students will also have a worksheet to fill out information in. At this
point, the teacher will pass out the individual James Oglethorpe book and the worksheet to go
along. Now they will transition to whole group reading.
I based this lesson off of one of the videos presented for 2nd grade, which in turn is based on the
Daily 5 routine. This mini lesson will help to prepare the students for whole group and small
group/individual reading. This lesson is also similar to the ones presented to the students at my
2nd grade placement at Hull Sanford. The teacher presents a topic to the whole class, however we
dont do whole group and small groups after that, its usually before.
Standards:
ELACC2RI1: Ask and answer such questions as who, what, where, when, why, and how to
demonstrate understanding of key details in a text.
ELACC2RI10: By the end of the year, read and comprehend informational texts, including
history/social studies, science, and technical texts, in the grades 2-3 text complexity band
proficiently, with scaffolding as needed at the high end of the range.
8:35-9:00am Whole Group Reading
Now the class will participate in a whole group reading. They already have their books and
worksheets and now will begin reading as a class. The teacher will read the first chapter and
model the behavior and how she wants it done.

T: Okay class, now were going to begin reading our book on James Oglethorpe. Before we
begin reading, I want you to think about the questions we wrote about him on the board. Think
about the 5Ws and how and ways in which we can answer those by reading. After we are done
with the chapter, we will go through and write down our ideas about who, what, where, when,
why, and how of James Oglethorpe and his life. Think of where he was born, what was
happening during his childhood, where he travelled to, why he went there, what his mission was.
We will have time for questions as well
during the reading. Lets open the book
and go to the first chapter.
The teacher will read the first chapter,
stopping periodically to ask questions that
correlate to the information read. She will
model good questions to ask and note that
they are good things to include in the chart
on the board. At the end of the chapter, the
students will raise their hands and
contribute to the 5Ws and how chart.
I modeled this based on Phonics They
Use and their strong recommendation to
read aloud to your students each day,
even if its a history book (81).

Standards:
ELACC2RI1: Ask and answer such questions as who, what, where, when, why, and how to
demonstrate understanding of key details in a text.
ELACC2RI10: By the end of the year, read and comprehend informational texts, including
history/social studies, science, and technical texts, in the grades 2-3 text complexity band
proficiently, with scaffolding as needed at the high end of the range.
ELACC2RI5: 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.
ELACC2RI2: Identify the main topic of a multi-paragraph text as well as the focus of specific
paragraphs within the text.
ELACC2RF4: Read with sufficient accuracy and fluency to support comprehension.
a. Read on-level text with purpose and understanding.

9:30-9:50am Small Group Reading

At this point, the students will break into small group reading groups based on ability. The
students will read independently or work with a partner depending on their daily 5 choices, which
they make at the beginning of the day. The students will read through the rest of the book and
work on their worksheet as they read. They have been modeled how to read to self and read with
a partner quietly as the part of the Daily 5. At this point, the teacher will work with a small group

of students to work on reading more in depth and the worksheet. The teacher will have the
students read silently and ask one student at a time to read to her. The teacher will ask questions
during the reading to gauge comprehension and help the child fill out their 5Ws and how
worksheet. I will model this based on the Guided Reading 2nd Grade Farmer Elem video that
we watched. This is a chance for the teacher to see where these students are and to help them in
areas they are struggling. The students know that during this time, the teacher is working with
students and the rest of the class should be working independently. All of this will have been
modeled during the beginning of the school year based on the Daily 5 book.
Standards:
ELACC2RI10: By the end of the year, read and comprehend informational texts, including
history/social studies, science, and technical texts, in the grades 2-3 text complexity band
proficiently, with scaffolding as needed at the high end of the range.
ELACC2RI1: Ask and answer such questions as who, what, where, when, why, and how to
demonstrate understanding of key details in a text.
ELACC2RF4: Read with sufficient accuracy and fluency to support comprehension.
a. Read on-level text with purpose and understanding.
b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
ELACC2RI2: Identify the main topic of a multi-paragraph text as well as the focus of specific
paragraphs within the text.