ELACC2SL1: Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. Archives

Topic: Establishing Reader’s Workshop- Respectful Conversations in Reading

Standards: ELACC2SL1: Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.

a. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

b. Build on others’ talk in conversations by linking their comments to the remarks of others.

c. Ask for clarification and further explanation as needed about the topics and texts under discussion.

Essential Question: How do readers collaborate respectfully?

Duration: about 1 hour

Materials: Anchor chart paper, “The Art Lesson” by Tomie dePaola, pre-made poster of sentence starters for discussion, “How I Spent My Summer Vacation” by Mark Teague

Overview or notes pertaining to lesson: Students learn how to communicate respectfully with each other.

Mini Lesson: We have been learning about creating a classroom community and being respectful of others. Today we will practice how to work together respectfully. Make an anchor chart of the different parts of reader’s workshop and respectful behaviors during each: whole group mini lesson—raise your hand to speak, turn and talk—face to face, knee to knee, share and listen, independent work time—listen, share, kind words. Use the book “The Art Lesson” (from a previous lesson) to reread parts of the story and ask students questions. Display a conversation starter poster—I notice that…., I can connect/relate to that because…, I like what _____ said about _______. Demonstrate how to use sentence starters to answer questions about the book.

Guided Practice: Have students practice using some of these conversation starters when answering the questions. Allow students to practice turn and talk and raising hands during whole group discussion.

Independent Practice: Send students to their seats but keep the conversation starters posted. Display How I Spent My Summer Vacation (previously read) and tell students they will practice answering questions about this book using the conversation starters. Ex: The boy in this book went to visit his aunt for the summer. Have you gone to visit a family member for the summer? The main character seems very adventurous. What do you notice in the story that proves he is ready for adventure? What was your favorite part of the book? While students are working, you can call students for beginning of the year reading assessments.

Closing: Close with a review of concepts and let them know that they can use these conversation starters any time of the day in any conversation when appropriate. Also allow a few students to share their answers to the questions.

image credit: http://speechwriting-ghostwriting.typepad.com/.a/6a00d8341c53ec53ef019b04cc610b970d-pi

Common Core Standards covered:

ELACC2RF3: Know and apply grade-level phonics and word analysis skills in decoding words.

ELACC2RF4: Read with sufficient accuracy and fluency to support comprehension.

ELACC2RL10: By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

ELACC2SL1: Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.

1. Use Picture Clues:

Role Model reading a story in which you come upon an unfamiliar word. Think aloud while you show students how you study the picture and think about the details of the story to decide what word would make sense in the story. Students can practice with the teacher a few more times with a predetermined book with words covered up by sticky notes. Then students can practice with a partner buddy reading.

2. Moving Through the Whole Word:

Model coming to an unfamiliar word and tracking with your finger from the beginning to the end of the word trying to sound it out as you go. Look for smaller parts in the word that you can chunk together to help with sounding it out. You can also cover up any ending that may be on the word to see smaller familiar parts. Make sure to model moving through the whole word. When finished tracking through the whole word, make sure you ask yourself, “Does that make sense?” Model thinking about the letter sounds and forming a word that makes sense in the story. Use a short informational text big book to model this strategy. You can tie in a nonfiction text from content that you are currently teaching in science or social studies. Then have students practice this strategy with a buddy.

3. Reread and Read On:

Read a nonfiction text to students and model coming to an unfamiliar word. Reread the text before the unfamiliar word and if you still cannot figure out a word that makes sense in the sentence, skip the word and read on to the end of the sentence. Then decide what word would make sense in the sentence. If you are still unsure you can reread again. Be sure to model that you are always thinking about the story and what would make sense.

4. Look it up in the Dictionary:

Students can use the device of their choice and type the unfamiliar word into a service such as dictionary.com. With technology today, students can easily find the word in the dictionary, see the parts of speech, a definition, and hear how to say the word. This may seem like the easy way out, but using the dictionary can teach students valuable information about a word if they are taught how to use the dictionary properly. Of course they can also use the good old paperback copy of the dictionary and practice alphabetical order as well.