Second Grade
Lessons
- *Welcome routines: Songs, poetry
- *Manners with library materials
- *Reading together and independently
- *Selecting materials and checking out
- *Choosing "just right" books
- Recognizing that questions can be answered by finding information IFC 2.1
- Asking "I wonder" questions about a research topic IFC 2.2
- Following a modeled inquiry process while doing research during library visits IFC 2.3
- Writing, drawing or verbalizing the main idea and supporting details IFC 2.4
- Comparing new ideas with what was known at the beginning of inquiry IFC 2.5
- Presenting information in a variety of ways IFC 2.6
- Identifying own strengths and setting goals for improvement
- Genres and reading strategies
- Taking notes
- Fairy tales http://www.slideshare.net/kirish43/fairy-tales-character-descriptions
- Fairy tales + Folk Tales http://www.slideshare.net/bogeybear/folk-fairy-tales
- Comparing characters in two different stories
- Tall tales
- Poetry
- Learning how to use a shelf marker
- Recognizing that questions can be answered by finding information
- Asking "I wonder" questions about research topics
- Following a modeled inquiry process during library visits
- Writing down, drawing or verbalizing the main idea and supporting details
- Comparing new ideas with what was known at the beginning of an inquiry
- Presenting information in a variety of ways
- Identifying our own strengths and setting goals for improvement
- Choosing "just right" books
- Understanding the criteria for award winning literature
- Reading motivation: Book talks, book fairs, summer reading
- Caldecott and Newbery Awards
- Book fair
- The Dewey Decimal System
- Summer Reading
2.1 Welcome to the Library
Welcome back + seat kids according to the seating plan.
Summer Reading - who read? Intro - who I am, what I do Book talk Ask if they remember where different parts of the library are + to point Demonstrate "Picture Book Voice" - 6 inch rule
Library Rules Checkout procedures Read: Mind Your Manners Library Songs Library Orientation
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2.2 Sections of the Library and Developing Good Library Behavior
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Questions:
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2.2 202
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2.3 Main Idea of a Story
Students start to think about who is the main character and the major action that occurs in the books they read.
Show a PPT 1. What is the Main Idea of a Story? 2. The main idea of a story tells us about: a. The main character b. The main action of the story or the most important thing that a character did. 3. Goldilocks and the three bears This story is about a girl named Goldilocks who went into the home of the three bears uninvited. 4. The Gingerbread Man This story is about a gingerbread cookie that came to life and told everyone that he was too fast to get caught. Students are read a story. We discuss the main idea. Hand out explain the IFC handout |
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Main Idea
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Main Idea: Chrysanthemum Grade Levels: 1 - 3 Objective This lesson is designed to introduce primary students to finding the main idea as a reading-comprehension strategy. The lesson uses the book Chrysanthemum, by Ken Henkes, and has students choose the main idea for sections of the story from a few possible choices. This is the first lesson in a set of lessons designed to teach students how to find the main idea of a story. Materials
Procedure Hook/Engagement Say,"Today we're going to read the story Chrysanthemum by Kevin Henkes. It's about a little mouse with the name...can you guess? [Wait.] That's right, 'Chrysanthemum.' Does anyone know what a chrysanthemum is? [Wait.] It's a kind of flower. Do you think that the little mouse likes her name? Would you like to be named Chrysanthemum? Yes? No? Why? Why not? Let's make a list of nice things about the name Chrysanthemum and not-so-nice things." Make a table such as the one below. Invite students to help fill in the table. Nice thingsNot-So-Nice ThingsSounds nice.Too long. Vocabulary
Measurable Objectives Say, "Today we're going to talk about main ideas. A main idea is the most important idea in a story or in part of a story. I'll help you think about main ideas in the different parts of the story. Then I'm going to ask you to tell me the main idea of the whole story." Focused Instruction Write the following sentences on chart paper, and read them aloud to your class:
Say, "The story begins with Chrysanthemum's birth. Her parents think that she is perfect, and that the name Chrysanthemum is perfect for her. That her parents think she is perfect and that the name Chrysanthemum is perfect seem important. "That she loves her name when she is older seems important. That Chrysanthemum loves the way that her name sounds is important. That she loves the sound of it when her mother wakes her is important. That she loves the way that her name looks is important. That she loves the way that it looks on an envelope is important." Write on the board or chart paper, while you are thinking aloud. Important:
"So, the main idea is that Chrysanthemum loves her name. I am going to circle the main idea so that I will remember later." Guided Practice Write the following on chart paper:
Using student-generated responses, help them to choose the main idea statement. Provide feedback in the form of guided questions. For example:
Write the following on chart paper:
Using student-generated responses, help students choose the main idea statement. Ask students to explain their thought processes. Provide feedback in the form of guided questions, then circle the main idea statement. Independent Practice Write the following on chart paper:
Have students work with a partner to talk about their answer. Ask them to explain their thinking to their partner, especially if they each chose a different statement. Walk around the room to monitor progress. Provide feedback as needed in the form of guiding questions. Give students a chance to change their answers after working with a partner. Assessment Have the following written on chart paper:
If students exhibit proficiency at finding the main idea, have them choose the main idea of the entire book, using the circled main idea statements from each part of the book to help them. Review the main idea statements from each part of the story, then read the final three choices below aloud to students.
Reflection and Planning Being able to find and express the main idea of a story gives students a structure that helps them organize, explain, and remember what they have read. Think aloud as you model this skill for students so that they get a sense of how an adult thinks about main ideas in stories. If students have difficulty finding the main idea, read other books aloud and provide choices for the main idea statement. Read the book, and then the sentences, having students choose the main idea statement. Continue to use the vocabulary from this lesson. When students are proficient at choosing the main idea statement, have them practice stating the main idea in their own words. |
2.4 Library Cards, Shelf Markers, & Rules for Checking Out Books
Stuents will be shown a PPT about animals checking out books. They will be asked to share their thoughts about important library rules. They will turn and talk about one place that they will keep their library book.
What happens if we lose our library book? Students will learn how to use their shelf markers. They will watch a PPT about shelf markers. We will discuss how books have a home, just like they do. We will sing the Booky Looky and demonstrate. Students will receive instruction on how to check out books. They will check out picture books and series books for today. After check out |
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Materials:
Just right bookmarks - five finger rule Just Right poster
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2.5 Mapping the Library
Students will be asked to explore the library. they will work in groups to map the library
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