Molloy College

Division of Education

Taylor Keteltas Dr. Eckardt

EDU 332-333 03 November 28, 2017
2nd Grade Reading Comprehension English Language Arts

INSTRUCTIONAL OBJECTIVES (s) (Lesson Objective(s)*)

After a group discussion on the 5 W’s and an interactive read-aloud of The Three Little Pigs,
students will complete a “The Three Little Pigs 5 W’s chart”, in which they will identify the
who, what, when, where, why, and main idea of the text, with at least 5 out of the 6 components
correct.

NYS-CCLS / +NYS STANDARDS AND INDICATORS

ELA Standard: New York State Next Generation English Language Arts Learning
Standards
Reading Standards (Literacy and Informational Text)
Key Ideas and Details
2R2
Identify a main topic or central idea and retell key details in a text; summarize portions of a text.

Indicator: This will be evident when students create a 5 W’s chart, in which they will
identify the who, what, when, where, why, and main idea pertaining to The Three Little
Pigs.

INSTRUCTIONAL RESOURCES

 Pencil
 The Five W’s Song (https://www.youtube.com/watch?v=vXWK1-L41f0)
 Whiteboard and markers
 5 W’s pair pictures
 Reading passage
 The Three Little Pigs retold by Patricia Seibert
 “The Three Little Pigs worksheet” (struggling, average, and advanced)
 Academic Enrichment worksheet
 English learner worksheet

MOTIVATION (Engaging the learner(s)*)

© Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
Teacher will ask students to come sit on the carpet and will ask for any prior knowledge on the 5
W’s and main idea in a story. Then, teacher will play The Five W’s Song for the students to
introduce the students to the 5 W’s: who, what, when, where, and why.

DEVELOPMENTAL PROCEDURES
(including Key Questions)

1. After the motivation, teacher will start by explaining to the class that a story answers five
basic questions, also known as the 5 W’s: who, what, when, where, and why. Teacher
will also explain to students that a story always has a main idea. (Do you recognize the 5
W’s? Can you list the 5 W’s?)

2. Teacher will write who, what, when, where, and why on the whiteboard and begin a
group discussion, in which the teacher will ask students to think of questions to ask when
determining the 5 W’s in a story. Students will share their ideas and teacher will write
them on the board. (Explain what question to ask when determining the 5 W’s in a story.
Identify what to ask when writing the 5 W’s.)

3. Students will participate in group work by working in a group of three, which the teacher
will choose, and the teacher will distribute different pictures to each group. Each group is
to discuss the 5 W’s and main idea in their picture and each pair will share the 5 W’s and
main idea from their picture. (Discuss what the who, what, when, where, and why are in
your picture. Describe the who, what, when, where, and why in your picture.)

4. Teacher will read a short passage to the class and ask students to look out for the 5 W’s
and main idea in the story. After reading the short passage, teacher will write a 5 W’s
chart on the whiteboard and ask students to refer to the story to determine the 5 W’s and
main idea. Students will assist teacher in filling in the 5 W’s chart on the whiteboard
pertaining to the short story. (Discover the who, what, when, where, and why in the story.
Write the who, what, when, where, and why in the story.)

5. Teacher will begin an interactive read-aloud of The Three Little Pigs and explain to
students that after the reading, they will create their own 5 W’s chart. During the reading,
teacher will pause and gauge student understanding of the story by asking questions.
(Identify the characters in The Three Little Pigs. Can you recall the setting of The Three
Little Pigs?)

6. Teacher will distribute a The Three Little Pigs worksheet, in which students will work
individually to determine the 5 W’s and main idea from the story. After students
complete the worksheet, they will share their answers and students and teacher will write
them on the board on a 5 W’s chart. (Can you write the who, what, when, where, why
from The Three Little Pigs? Develop a 5 W’s chart of The Three Little Pigs.)

7. To finish the lesson, teacher will review and ask the students to say what the 5 W’s are
and what questions to ask about a text when determining the 5 W’s. (Explain what the 5
W’s are in a story. Describe what the 5 W’s are in a story.)
© Molloy College, Division of Education, Rockville Centre, NY 11571
Revised 10/25/16
*edTPA academic language
 INSTRUCTIONAL STRATEGIES (Learning Strategies*)
Interactive Read-Aloud
Indicator: This will be evident when the teacher reads aloud The Three Little Pigs retold
by Patricia Seibert and actively asks questions.

Group Discussion
Indicator: This will be evident when students examine pictures and share with the class
what the 5 W’s are in their picture.

Group Work
Indicator: This will be evident when students work in a small group and examine a
picture to determine the 5 W’s in their picture.

ADAPTATIONS (Exceptionality*)
The student who struggles to focus and attend will be re-focused and re-directed through the use
of specific non-verbal cues.

The student who profiles with grapho-motor challenges will be provided with pencil grips during
small writing assignments.

The student who is an English learner will be given a 5 W’s translation worksheet with questions
to ask when determining the who, what, when, where, and why.

DIFFERENTIATION OF INSTRUCTION

Visual Learners will benefit from the Five W’s Song video and from the illustrations in The
Three Little Pigs retold by Patricia Seibert.

Kinesthetic Learners will benefit from the pair 5 W’s picture activity and assisting the teacher in
writing the 5 W’s on the whiteboard.

Auditory Learners will benefit from the Five W’s Song video, the group discussion on the 5 W’s
picture activity, and the interactive read-aloud of The Three Little Pigs retold by Patricia Seibert.

Struggling Students will be given a “The Three Little Pigs 5 W’s Chart” with a question written
in each box that will assist them to answer the who, what, when, where, and why in the story.

Average Students will be given a “The Three Little Pigs 5 W’s Chart” with lines, that will keep
students on track when they are writing the who, what, when, where, and why in the story.

© Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
Advanced Students will be given a “The Three Little Pigs 5 W’s Chart” with no lines, which will
make it more challenging when they are writing the who, what, when, where, and why in the
story.
ASSESSMENT (artifacts* and assessment [formal & informal]*)
Students will complete a “The Three Little Pigs 5 W’s chart”, in which they will identify the
who, what, when, where, why, and main idea of the text, with at least 5 out of the 6 components
correct.

INDEPENDENT PRACTICE
Following the lesson on the 5 W’s in class, students will be given a reading passage and a 5 W’s
chart to complete for independent practice. Students will read the passage and then complete the
5 W’s chart, as they did in class.

FOLLOW-UP ACTIVITIES: DIRECT TEACHER INTERVENTION AND

ACADEMIC ENRICHMENT

Direct Teacher Intervention: The student, under direct intervention, will highlight the main idea
and components of a reading passage, which will help them identify the who, what, when, where,
and why in the reading.

Academic Enrichment: The student who needs academic enrichment will receive a worksheet, in
which they will draw a picture of something that happened to them, and create a 5 W’s chart. On
the 5 W’s chart, they will identify the who, what, when, where, and why in their story.

© Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
 REFERENCES

Comprehension / 5 W’s Hands. Retrieved November 25, 2017, from

http://www.tis.tolland.k12.ct.us/cms/One.aspx?portalId=892228&pageId=1973944

Five W’s and How: Who, What, When, Where, How. Retrieved November 25, 2017, from

https://studenthandouts.com/english/reflective-writing/five-ws-and-how-worksheet.html

New York State Education Department. (2017). New York State Next Generation

Language Arts Learning Standards. Retrieved November 25, 2017, from

http://www.nysed.gov/common/nysed/files/nys-next-generation-ela-standards.pdf

© Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language