Small Reading Groups Lesson Plan
Teacher: Kayla Woods
Grade: 2nd
Content Area: Writing
1. Content and Standards:
CC.1.1.2.E Read with accuracy and fluency to support comprehension.
Read on-level text with purpose and understanding.
Read on-level text orally with accuracy, appropriate rate, and expression on
successive readings.
Use context to confirm or self-correct word recognition and understanding,
rereading as necessary.
CC.1.3.2.B Ask and answer questions such as who, what, where, when, why, and how to
demonstrate understanding of key details in a text.
CC.1.3.2.C Describe how characters in a story respond to major events and challenges.
CC.1.3.2.G Use information from illustrations and words, in print or digital text, to
demonstrate understanding of characters, setting, or plot.
CC.1.3.2.K Read and comprehend literature on grade level, reading independently and
proficiently
2. Prerequisites: Students are familiar with their center schedule. They know what is
expected of them and can work independently through each station.
3. Materials and Equipment:
Mercy Watson Fights Crime by Kate DiCamillo
Ivy + Bean Break the Fossil Record by Annie Barrows
Detective Gordon: The First Case by Ulf Nilsson
Word Sort Worksheet
Chromebooks
Character Map Worksheet
4. Instructional Objective:
As the students read through their assigned chapter books they be able to record
important details and events they have learned about the character on their Character Map
worksheet.
5. Instructional Procedures: The class is broken into 4 reading groups based on their
reading levels that was found through observations and data from assessments. The four
groups are Comets, Rockets, Shooting Stars, and Meteors. The groups rotate through four
centers each day. These centers are a word work activity, a tech center, a read-to-self
center, and small group. In the word work activity they complete a worksheet that
provides them an opportunity to practice more with their spelling words for the week.
During tech center they use the Chromebook to access applications that have them
practicing reading and/or spelling. The student will meet with me in group for about 10
minutes. In group the students are provided with varying types of modeling depending on
what they need, they read through books, articles, and more. As well as extending
activities to go along with their reading. This past week the students have been reading
chapter books in their group and completing a Character Map worksheet for a main
character in their story. Comets is assigned the easier book, Mercy Watson Fights Crime
by Kate DiCamillo. Rockets and Shooting Stars are reading the on-level book Ivy + Bean
Break the Fossil Record by Annie Barrows. Then Meteors is reading the challenging
book Detective Gordon: The First Case by Ulf Nilsson.
Before:
Frist I will pass out the chapter books for that group and their green group folders. For
each group I will begin by modeling how a good reader should sound by reading a few
pages for them. The amount of pages I will read depends on the group’s reading level and
how much they can read successfully on their own. I will read some pages and stop as I
read to discuss any important details about the character or events that have happened. I
will ask questions to probe the students thinking about the story. Questions such as “Why
do you think Bean said that to her father?” or “How might you feel if that happened to
you?” I will model a detail I found and record it on my own Character Map worksheet.
During:
Then the students will read the rest of the story on their own. As they read I walk around
and listen to as many as I can get to. The ones I cannot get to I will read with first the
next day. As I listen to them read I will provide coaching and feedback, as well as
positive notes on how they are reading.
After:
After they all have completed the reading we will discuss what we just read. I will ask
them what happened in that part of the story, if they found anything they thought was
important, and even why they thought it was. I will use this time to ask questions that
have them thinking more deeply about the story. Then I will have them put their materials
back in their green group folders and switch centers.
6. Assessment/Evaluation:
Assessment will take place informally as I walk around and listen to them read, providing
coaching and feedback as needed. It will be evident as I listen to them share their work
and what they included on their maps. I can see if they are comprehending the story
through our group discussions. A more formal assessment will be their completed
Character Map worksheets.
7. Accommodations and Modifications/Differentiation: Individualized Activities:
This lesson is already differentiated as students are already broken into reading groups
based on their individual reading levels. The student within each group are free to write
as little or as much as they like about their character. I will provide more or less
scaffolding and modeling based on the needs of the students. Students who need more
help will have the support I as we walk around while they read independently. For the
one student I have that has trouble keeping up with writing I have her dictate her ideas to
me, I write them, and she copies it down. In this way she is still engaged in the lesson and
able to keep up.
8. Technology:
Chromebook will be used for tech center to access reading applications.
9. Self-Assessment:
For Self-assessment, I will review my objective and my assessment techniques to see if I
have met or even approached what I had intended to. By circulating, monitoring, and
asking questions throughout, I can see how they are progressing with their reading skills.
By having them participate in discussions I can see if they are comprehending the story
and understanding what is happening with the character. Viewing their maps I can tell if
they understood what to include and what was important that happened to the character or
about them.
