Hannah Sedlock

READING LESSON
BIG IDEA
Working together builds a better community.
LESSON RATIONALE
Students will build on their knowledge of knowing the main idea of a story and making
predictions by using textual evidence to generate predictions and find main ideas in more than
one area of the text.
READINESS
I. Goals/Objectives/Standard(s)
a. Goals— In working as a group or with partners, students will understand how to
work well together to make a prediction for the text and reach an agreed upon
outline for the stories that are read or listened to.
b. Objective(s)—
i. After completing the activity at center #1, students can choose a story on
their own and identify the beginning, middle, and end by working with a
partner
ii. After participating in a guided reading group, students will be able to
make predictions on the story and understand if their prediction was
true.
c. Standard(s)—
2.RL.2.2 Recount the beginning, middle, and ending of stories, including fables and folktales
from diverse cultures, and determine their central message, lesson, or moral.
2.RL.2.4 Make predictions about the content of text using prior knowledge of text features,
explaining whether they were confirmed or not confirmed and why.
II. Management Plan-
a. Time: Anticipatory set (5 minutes), mini lesson/center explanation (5 minutes),
rotation I (15 minutes), rotation II (15 minutes), transition time between
rotations (2 minutes)
b. Materials:
i. iPads
ii. Worksheet for center #1
iii. Markers/colored pencils if students have time to color their illustrations
iv. Four books for each guided reading group
v. Prediction notecards
vi. Phonics/whisper phones
c. Space: Students will begin the lesson by sitting at their seats. When rotations
start, the students who are in the guided reading group will sit with me at the
 half-circle table, center #1 will work at their desks, and center #2 will be sitting in
the living room.
d. Students:
First Rotation:
i. Guided reading group I: Jude, Kyler, Jenner
ii. Center I: Briar, Hayden, Haylee, McKinley, Jade, Marley, Wyatt, Emily,
Trinity, Charlie
iii. Center II: Riggs, Kennedy, Olivia, Maci, Addie, Hunter, Dominic
Second Rotation:
iv. Guided reading group II: Maci, Emily, McKinley
v. Center I: Riggs, Kennedy, Olivia, Addie, Hunter, Dominic, Jude, Kyler
vi. Center II: Briar, Hayden, Haylee, Jade, Marley, Wyatt, Trinity, Charlie,
Jenner
(Centers will rotate to the opposite once I announce that it is time to change. I will call back the
next students who will participate in my guided reading group)

III. Anticipatory Set-

a. “Can I have one person raise their hand and tell me what they had for breakfast
yesterday?” Allow students time to think, choose one student with their hand
raised and write their answer on the board.
b. Ask the same question about lunch and dinner.
c. “Now can I have someone raise their hand and predict what they will have for
breakfast tomorrow?” Allow students time to think, choose one student with
their hand raised and write their answer on the board.
IV. Purpose: “Today we are going to work as groups to show each other how much we
know about reading. In your groups, you will be practicing making predictions from
your readings, and picking out the important details from the beginning, middle, and
end of your readings.”

PLAN FOR INSTRUCTION

V. Adaptation to Individual Differences and Diverse Learners—
For students who struggle working independently, they will have the option to work
with partners during center #1, and individually during center #2. For students who can
have an extra challenge, they can work on their own at center #1 to finish the activity.
Students will have opportunities to listen to a book being read to them, read out loud, read
silently, and whisper-read. For students who need to read out loud, they will be provided a
whisper-phone at the guided reading station.
VI. Lesson Presentation (Input/Output)
a. “So you can see from the lists we made here on the board about the meals we’ve
eaten or the meals we will eat in the future, we’ve picked out important details
from the beginning, middle, and end of our day. We also made predictions of
what we are going to eat tomorrow even though tomorrow hasn’t happened
yet.”
b. “We are going to be working at two different centers today practicing picking out
details from the beginning, middle, and end of a story. At the first center, you and
a partner will be exploring our own classroom books. One partner will choose a
book from our classroom library. Make sure to pick one that both you and your
partner will be able to read and understand. Take turns reading pages in the
story out loud to each other, and as you are reading, think about what is
happening at the beginning, middle, and end of the story. Once you finish reading
the story, work together to illustrate one important thing that happened at the
beginning, middle, and end of the book. Once you are done, put the book back
where you found it. If you have extra time, pick another book to read with your
partner.”
c. “At the second center, you will be using your time to explore the Language Arts
feature on I-XL on your iPads. You will be working silently and individually to
practice and explore.”
d. “During our time at the centers, some people will be joining me at the half-circle
table to work on some other reading practice. I will set a timer for our centers,
each time you will have a total of 15 minutes to complete the activity.”
e. Call three students back for my guided reading group. If activity does not take
the whole time, allow them to join one of the centers before we rotate.
f. Center I:
i. Students will choose a partner from the group in their center, one
student will choose a book from the class library that both will be able to
read.
ii. Students will look through the book and examine the pictures throughout
the book before reading.
iii. Partners will read together, paying close attention to details in the
beginning, middle, and end of the story.
iv. When they finish reading the story together, work together to complete
one worksheet.
v. On the worksheet, they will follow the directions to make one illustration
for an important detail at the beginning, one illustration for the middle,
and one illustration for the end.
 vi. Students will work as partners (or on their own if there is an odd number)
to complete the activity. They must agree upon an illustration that picks
out the most important detail, and how to sequence it.
g. Center II:
i. The students will spend the fifteen minutes of this center exploring I-XL
on their iPads, they will explore on the Language Arts feature. (students
already have knowledge on how to use this app and what activities to
do).
ii. Students will work independently at their seats.
h. Guided Reading Group I:
https://kids.nationalgeographic.com/animals/green-sea-turtle/#green-sea-turtle-
closeup-underwater.jpg
Article: Green Sea Turtle (National Geographic Kids)
Strategy: Making predictions
i. Pre-reading:
1. Pass out the notecards; each student will receive one.
2. “Let’s all read our notecard out loud for the rest of our group to
hear.” Allow students to go around and read their notecards.
“After hearing what all these notecards say, and knowing that
they all come from the reading we are about to get, what
predictions do we have for our text?” Allow students time to think
and respond. Prompt at least one prediction from each of them
and write down student’s predictions
3. “Now let’s look at the text itself. Without reading the text and by
just looking at the title and pictures, what predictions do we have
now for the text? Do we think this is going to be fiction or non-
fiction?” Allow students time to explore the article for 30 seconds,
without allowing them to start reading the text. Write down
predictions on the same paper as before.
ii. Reading:
1. “Now that we have made some predictions on what this article is
going to be about, we are going to pay close attention as we read.
Pay attention to any areas that support your predictions or make
them false. I am going to read the first column and then allow you
to read the rest on your own.”
2. Once I have finished reading the first article ask the question
before I allow them to read on their own: “Without telling me
why, are your predictions already looking like they will be correct
 or incorrect? For the rest of our reading, take your time and read
silently on your own or with a whisper-phone.”
3. Allow students time to finish reading the text on their own
iii. Responding:
1. Once the students are done reading the article, ask the following
questions: what did you think about the article? What did you
like/dislike? Allow students time to respond to these questions
and point out anything they are excited about from the text.
2. Bring back the paper with their predictions on it. “Now let’s think
about the predictions we made before we read the article, were
they true or not? What evidence did you see that makes them
true? OR how do you know that your prediction was incorrect?
3. How did you use the notes from the beginning to make your
prediction?
4. What did you know about sea turtles before reading the article?
5. What is something that you learned about sea turtles?
6. Where do you see evidence of community or working together?
iv. Exploring:
1. “Let’s look back at the article and write our own prediction cards.
What key words or phrases would you write down to help
someone make predictions just like we did?” Help the students
look through the article and have them write down the phrases
they pick on index cards.
2. “By reading these, do you think someone could make a good
prediction about the text?”
v. Responding/applying:
1. Earlier, be sure to emphasize the question about where they see
community or working together. “So, after our predictions and
reading of the article, we learned some valuable new facts about
sea turtles. One thing I want us to take away is their great way of
bonding together in a family and how that impacts the lives of the
small turtles. We can see that the way they worked together
ultimately build a better and safer community.”
i. Guided Reading Group II:
Book: Blackout (John Rocco)
i. Pre-reading:
1. Pass out the notecards; each student will receive one.
 2. “Let’s all read our notecard out loud for the rest of our group to
hear.” Allow students to go around and read their notecards.
“After hearing what all these notecards say, and knowing that
they all come from the reading we are about to get, what
predictions do we have for our text?” Allow students time to think
and respond. If no one answers, ask: “who knows what a
prediction is?” Allow time to think and respond and provide the
answer if needed. Prompt at least one prediction from each of
them and write down student’s predictions.
3. “Now that we’ve made some predictions by just looking at key
words and phrases, let’s look at the book itself and make some
guesses on what is going to happen in the story.”
4. Allow students to explore the book briefly without reading the
pages.
5. “By looking at the title and some of the illustrations, what
predictions do you have now for the story? Are your predictions
the same/different?”
6. “What do you think is going to happen? OR What challenges do
you think the characters are going to face in the story?”
ii. Reading:
1. “As we read, pay close attention to the similarities and differences
from the predictions that you made before reading the book. This
book provides a deeper story from the illustrations, so pay close
attention to what is happening in the background and with the
characters in the community.”
2. Begin reading aloud for the small group, up until around the
fourth page.
3. “We are going to finish reading the book on our own silently, or
with the whisper-phone. But before we begin reading again, have
you noticed if your predictions are correct or not?” Students can
respond with a yes/no answer.
4. Allow time for students to finish reading the book individually.
iii. Responding:
1. When students are done reading the book on their own, ask the
questions: what did you think about the story? What did you
like/dislike (give examples)?
2. Bring back the paper with their predictions written on it. “Let’s
look back at our predictions? Were these correct after just looking
 at the notecards?” Allow each student to respond. “What
evidence from the text did you see that supported/denied your
prediction?” Allow students time to think and look back on the
text to provide an answer.
3. How did the illustrations support your predictions?
4. What did you notice about the illustrations?
5. How did you connect the notecards at the beginning to make your
predictions?
6. What did you notice about the characters in the book? How did
they demonstrate working together to build a community?
iv. Exploring:
1. “Looking back in the book, can we find one piece of evidence that
shows great community? Was this piece of evidence supported in
our predictions? Why/why not?”
2. “Because of this evidence that we found, why do you think
community was so important during this time?”
v. Responding/applying:
1. “Can you think of a time in your life when you had to work
together with your family to make something work well?” Utilize
wait time to allow students to think about the question, and allow
one or more students to answer. If no one is answering, provide
an example from my own life.
VII. Check for Understanding.
a. If there is extra time at the end of one of my guided reading groups, I will walk
around to the two different centers and assess how the students are doing, if
they are staying on track, and if they are understanding the activities.
b. In my guided reading groups, I will ask questions that prompt helpful discussion
for all students. I will be sure to include each student in the grand conversation
to make sure that each student in the guided reading group is following and
understanding the content.
VIII. Review learning outcomes/Closure
a. “So today we explored lots of different books to practice sequencing events and
making predictions. Can someone raise their hand and tell me which center was
your favorite?” Wait for students to raise their hands, choose one student who is
following directions and allow them to answer, ask why that was their favorite
center.

PLAN FOR ASSESSMENT

 - With my guided reading groups, I will be using formative assessment to listen to the
responses the students give during our before and after discussion. I will assess their
understanding based off the predictions they give and if they understand if their
prediction was supported or not.
- I will keep notes for the students at the guided reading stations and keep track of the
answers they are giving to my questions or the questions they are asking.
- From center #1 I will assess the students understanding based on the worksheet that
they and their partner fill out. There is no correct answer and I will not know each book
they read, so I am assessing if they followed directions, worked well together, and could
sequence events
REFLECTION AND POST-LESSON ANALYSIS
1. How many students achieved the lesson objective(s)? For those who did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
7. Did the students work well with partners or in a small group?
8. Were the students able to read on their own during the guided reading group time?
Names of Illustrators: _______________________________ Title of Book: _________________

HELP!
I can’t remember what happened in the story, and I need your help.
Create three illustrations to help me remember what happened at the beginning,
middle, and end of the story.

Illustration 1: Beginning

Illustration 2: Middle

Illustration 3: End
 GREEN SEA TURTLE
OVERVIEW

Green sea turtles are the active, they typically alternate

world’s largest species of hard- between being underwater for a few
shelled sea turtle. While most minutes and coming up to the
individuals weigh about 300 to 400 surface to breathe air for a few
pounds (136 to 181 kilograms), some seconds. Green sea turtles are also
can be as heavy as 440 pounds (204 known to sunbathe on land.
kilograms). Unlike most other sea turtles,
These turtles are found nesting adult green sea turtles eat a
along the coastline of more than 80 primarily plant-based diet consisting
countries, with the largest nesting of seaweed and sea grass. Scientists
populations found in Costa Rica and believe these green foods give the
Australia. sea turtle’s fat its green color. The
Green sea turtles spend most shell of the green sea turtle is usually
of their lives underwater, where they shades of a brown or olive color.
can rest for up to five hours at a time Similar to other sea turtles,
before coming up for air. When green sea turtles migrate long
distances between their Adult green sea turtles face
feeding grounds and their nesting many threats, primarily from
sites, with recorded distances humans, including injuries from boat
longer than 1,615 miles (2,600 propellers, being caught in fishing
kilometers). They have strong nets, pollution, and poaching. Newly
paddlelike flippers that help propel hatched sea turtles are also at risk of
them through being hunted by
the water. animals such as
Female birds, crabs, and
green sea raccoons as they
turtles leave move from their
the water in nests out to the
order to lay sea.
eggs on the
https://kids.nationalgeographic.com/animals/green-sea-
beach and will choose the same turtle/#green-sea-turtle-closeup-underwater.jpg

nesting spot as where they were

born. A female will dig out a nest
with her flippers and lay a clutch of
about 115 eggs. Then she’ll cover
the eggs with sand and return to the
sea. After about two months, the
babies will use a special “egg tooth”
to break their shells and hatch from
their eggs.
The first few years of a green
sea turtle’s life are spent floating at
sea, where they feed on plankton. As
they grow older, the turtles move to
shallow waters along the coast, such
as bays and lagoons, where they find
sea grass to eat.