Brianne McGlone Lesson Plan #2 Reading Workshop Captions and Labels Grade: 1 Subject/Topic: Reading workshop, captions and

d labels Objective: Students will be able to describe what a caption/label is and will be able to distinguish a caption/label from other text in a book. CCSS: 1.RIT.5 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. 1.RIT.6 Distinguish between information provided by pictures of other illustrations and information provided by the words in a text. Procedure: -Mini Lesson -Call the students to the carpet by table -Once everyone is seated on the carpet, sit on the chair in front of the carpet -Tell the students Today we are going to learn about captions and labels -Ask the students if they know what a caption/label is and if they can explain it -If they do not know (or do know) what it is, show them examples from a nonfiction book -After pointing out captions/labels in the book, ask the class if they know what they are now and if they can describe them -Hold up the Captions/Labels poster and read the definition of what a caption/label is -Point to the picture of the car on the poster and then to the caption

-Read the caption and explain that without the caption it would just seem like a picture of a car, but with the caption you now know that light (the headlights) travels much faster than a car -Ask the students to provide the definition again -Open another book to a random page and ask for a volunteer to see if they can come point to the caption/label -Repeat this step 4-5 times, using two different books. -If the student does not point to the correct place on the page, guide them to figure it out by asking questions such as Is that a caption? What do we know about captions? Where do captions usually go? etc. -Ask students to tell you what they just learned about -Tell the students that they will go back to their desks as they are called and will search through the bucket of non-fiction books on their desks to see if they can find any captions/labels -Dismiss the students back to their seats by color of their shirt -Lesson, Part II -Circulate the room while the students look through their non-fiction books -If a student has a book that does not seem to have captions, encourage the student to maybe try a different book -If a student does not seem to be finding the captions that are on the page, as the student if they see anything on that page. If they answer no, point to a caption and ask what it is. -If a student finds a caption, ask them to read it and see what information it gives about the picture -After about 10 minutes or after most of the students appear to have found at least one caption, get the students attention by saying 1, 2, 3, eyes on me to which they will respond 1, 2, eyes on you -Tell the students that they will take a book they found with captions over to the carpet when you tell them to and they will share where they found the captions

-Tell the students to place the book in front of them on the floor when they are sitting and to keep the book still -Call the students over to the carpet by table, calling the tables as they look ready (quiet, sitting nicely, etc.) -Once all students are seated on the carpet with their books, ask the students to again describe what a caption is -Ask for volunteers to bring their book up and point to the caption(s) they found (limit to one page per volunteer) -If the student points to something other than a caption, ask questions like What do we know about captions? Where do captions usually go? Are there any short words/sentences/phrases near a picture? etc. to help them find the caption -If a student shares a book that does not have captions, but happens to have words that are near pictures and appear to be caption-like, use it as an opportunity to show the class that sometimes a part of the story/book just looks like a caption/label, but is only a part of the story -Again ask the students to say what they learned today -Then ask the students to describe what a caption/label is -Dismiss the students back to their seats by color of their shoes Assessment: -Continuously asking the students to repeat what a caption/label is reinforces their knowledge of it and allows the teacher to estimate how well the class as a whole understands what a caption/label is -Circulating the room and asking questions about the captions in the students books is a way to see which students understand it and can find captions in a story and which ones are having difficulty -Having the students share the captions they found is another way to see if the students who volunteer were successful in finding captions -The assessment will show which students need more work and practice defining and finding captions and how much time may need to be spent reviewing captions/labels before moving on to the next topic

Management/Transitions: -Call students to carpet/dismiss from carpet by table or color of shirt/shoes -To get all of the students attention, say 1, 2, 3, eyes on me and they will answer 1, 2, eyes on you. If they do not answer well and still appear distracted, repeat the phrase again until the students respond with more focus -Seat students on the carpet in their pre-assigned carpet spots to avoid any pushing/running to get to the front, etc. -If book buckets are not already on desks, have one student from each group get a non-fiction bucket for the desk cluster -Tell the students to keep their books still and on the floor in front of them when they get to the carpet Differentiation: -Provide level-appropriate books, especially for the students that are at a lower reading level and will not be able to read and comprehend the captions of the higher level books -If there is a wide range of ability-levels, pair higher leveled students with lower leveled students to find captions together -The movement from carpet to desks to carpet and standing to volunteer with help students with attention difficulties