Note:

Lesson will take place over span of 3 days

TEACHERS NAME: Miss Rachel Burrell GRADE: 2
SUBJECT/S:

Guided Reading Groups

LESSON TOPIC: Review Unit 3 (Main Idea, Nonfiction Text Features)

NJCCCS AND COMMON CORE INDICATOR(S):
CCSS.ELA-LITERACY.RI.2.5
Know and use various text features (e.g., captions, bold print, subheadings, glossaries,
indexes, electronic menus, icons) to locate key facts or information in a text efficiently.
CCSS.ELA-LITERACY.RI.2.6
Identify the main purpose of a text, including what the author wants to answer, explain, or
describe.
ENDURING UNDERSTANDING:
o

Students will understand that the main idea is what the story is mostly about.

Students will understand how to answer comprehension questions properly.

Students will understand that there are various forms nonfiction features in a text,
such as glossaries, headings, indexes, key words, and diagrams.

ESSENTIAL QUESTION(S):
o

How do I find the main idea in a story?

How do I answer comprehension questions?

What are important features of a text and why?

LESSON OUTCOMES
Performance Outcome:
o

SWBAT work in partners in order to identify the main idea and supporting details
for every chunk of text.

SWBAT identify and explain purpose of nonfiction text features in the story,
Whales.

SWBAT write down answers to comprehension questions correctly and in full

sentences.

ASSESSMENT OF STUDENT LEARNING:

Students will complete main idea worksheet, where they will have to fill in the main
idea and supporting detail for each chunk of text.

Students will complete an exit slip where they must identify nonfiction headings.

Student will answer 1 question every day using complete sentences.

CONNECTIONS:

Prior Learning: Students have been briefly introduced to the idea of nonfiction text
features and main idea in a whole group setting. It will just be focused on more in-
depth in a small group setting.

Content and Instruction in Other Subject Areas:

o

History: Students will learn the geographic locations of oceans through the
text they are reading.

Writing: Students will be writing their answers for some questions.

Science: Students are learning about animals, their natural habitats, and
their body parts within the reading selection.

Varied Cultural Perspectives and/or Contributions: During the lessons, students

will be able to talk about their experiences with marine life.

Students Daily Lives: By understanding the topics of main ideas and nonfiction
text features, students will be able to succeed on assignments they will be seeing
daily in the future, such as reading tests.

Learning Community Principles:

o

Identifying Common Needs and Purposes: Before we begin reading the

text, students will be told the goal of the lesson.

Seeing Peers as Colleagues: Rather than competing against each other,

students will be working together in order to meet the common goal. For
example, there are several times when they are able to turn and talk and
share their experiences. By doing so, they are able to make more
connections in a collaborative environment.

STEP-BY-STEP PROCEDURE:
Day 1:
1. SW be introduced to new story called Whales
o

Hook: Have you ever been swimming in the ocean?

SW make connections to their personal lives.

TW say, Well, today were going to be learning about a big, big animal that
you share the ocean with. Looking at the title, what do you think were
reading about? SW form a hypothesis.

2. SW take a picture walk through the story

o

TW say, As we look, I want to point out nonfiction features, what are some
nonfiction text features you can think of? If students have problem, TW
refer to anchor chart.

3. SW hunt for the following nonfiction text features during picture walk and label
them with post-it notes:
o

Diagram

Glossary

Key words

Index

Heading

4. SW share and review their answers.

5. TW ask, "Are these features found in all types of texts? Where do we usually see
them? What are their purposes?"
6. After, TW say, As we are reading today, we want to focus on the main idea.
o

What is the main idea of a story?

How do we find it?

7. TW say, Good readers always ask questions to make sure they are understanding
the text. After each page, you need to think, What is the author trying to tell me?
This is how you find the main idea. If you dont know, you need to reread the page.
Before we start, think about what you already know about whales and what you
want to know. As you are reading, you can try to answer these questions.
8. Students and teachers will work together to create a KWL chart about whales.
9. As an exit ticket, students will be asked to write a complete sentence identifying the
purpose of 1 nonfiction heading. Teacher will model how to write a complete
sentence beforehand by restating the question, using capitalization and punctuation,
and making a complete thought.
Day 2:
1. TW say, Sometimes the information about a topic is so large that it is grouped into
sections, each section has its own main idea. For every heading, or section, it is your

job to find the main ideas. This nonfiction feature helps narrow down what you are
reading about.
2. Students will begin reading chunks of text over the following 2 days. Chunks are as
followed:
o

Pages 4

Pages 5-9

Pages 10-12

Page 13-18

Pages 19-22

Pages 23-25

3. SW begin reading as partners and after each chunk they will work together to fill in
the main idea/supporting detail chart.
o

Teacher will model thought process and how to complete first box.

Teacher and students will work together to fill in 2nd box.

4. Comprehension questions:
o

What do baleen whales do after filtering fish from the water?

Do whales need to breathe? If so, how?

5. Students will be asked, "Why do whales need blubber? in exit ticket and they must
write the answer in a complete sentence.
Day 3:
1. SW complete story and main idea/supporting detail chart.
o

Potential modification: If there are time restraints, students can locate main
idea in text with Wikki Sticks rather than writing.

2. Comprehension Questions:
o

How is the whales tail similar to and different from its flippers?

What kind of human activities threaten whales?

What causes a whales heart to slow down?

3. SW be asked, What is the authors purpose for writing this text? How do you
know? as an exit ticket and they must write the answer in a complete sentence.
4. SW wrap up lesson by watching a short clip of an actual dive into the ocean.
DIFFERENTIATION

The lesson is differentiated because the students are grouped according to their reading
levels. This lesson is only for students on the most advanced level.