Alyssa Toetz

24 Nov. 2014

ED 215R OBSERVED LESSON PLAN

MINI LESSON: REACTING TO INFORMATIONAL TEXT
RATIONALE FOR THE LESSON:
The second grade students in my field classroom have been working on strategies through various
prompts to use when reacting to informational text. This lesson focuses on using the prompt this
surprises me because to encourage students to engage in their reading and activate their prior
knowledge. The second graders in this classroom range in literacy development between the
Early Readers Stage and Transitional Readers Stage. This mini lesson focuses on the Transitional
Readers behavior of Use multiple sources of information while reading for meaning, because
students will have to use their prior knowledge in order to follow the because portion of the
prompt. This readers workshop will meet the different literacy needs of students because I will
be doing the reading and modeling which will allow students to really focus on their prior
knowledge to develop their thinking for the strategy. Students will also have the opportunity to
practice and apply the strategy using books at their individual reading level.

OUTCOMES/GOALS:
For the Student:
CCSS RI.2.1: Ask and answer such questions as who, what, where, when, why, and how to
demonstrate understanding of key details in a text.

For the Teacher:

WTS # 2: The teacher understands how children learn and develop, and can provide learning
opportunities that support their intellectual, social, and personal development.
Performance:
The teacher stimulates student reflection on prior knowledge and links new ideas to
already familiar ideas, making connections to students experiences, providing
opportunities for active engagement, manipulation, and test of ideas and materials, and
encouraging students to assume responsibility for shaping their learning tasks.

LEARNING OBJECTIVE:
Students will react to informational text through the prompt, this surprises me because in
order to activate their prior knowledge and understand what they are reading.

ASSESSMENT:
I will use a checklist to record student participation and understanding during the turn and talk
point and practice portion of the lesson. (Attached)
I will also have the students record at least 1 post it using the specific prompt during the practice
portion to come back and share with their partner at the end of the workshop.

STRATGIES FOR STUDENTS OF VARYING LEVELS OF DEVELOPMENT AND

IDENTIFIED LEARNING NEEDS:
This is a multi level learning experience; so all children will be able to actively engage in the
learning. I will be sure to remodel how to use your prior knowledge when surprised by what you

Alyssa Toetz
24 Nov. 2014
are reading. The students will also have the opportunity to use books at their own reading level
which will allow students to practice these skills on a book that is just right for them.

MATERIALS:

Title: Bobcats by Ann O. Squire (Non-Fiction)

Checklist and clipboard
Anchor chart (previously created in classroom)
Post its
Student book bins for individual practice

TOTAL TIME NEEDED:

30 minutes

PROCEDURES:
Introduction: (3 minutes)
(Set expectation for the students to gather on the carpet in their reading workshop spots next to
their partner)
You have been learning that when reading informational text good readers react to what
they are reading about. Today, we are going to talk about a way you may react while you
are reading. Your inner voice might say, WOW, that surprises me because... Today, I want
to review with you that good readers can be surprised when they react to what they are
reading.
Demonstration: (5 minutes)
I am going to read this informational book titled Bobcats; watch as my inner voice stops
and says this surprises me because maybe from something I know because of my prior
knowledge.
Stop on page 6, Right now my inner voice is saying, this surprises me because I know
that 15 to 30 pounds is about the size of a medium sized dog because my dog weighs 22
pounds, and I thought that wild cats were always much larger than indoor cats, like lions
and tigers. I can think about my prior knowledge when I come across facts I am reading
that surprise me.
Think about what your inner voice is saying. What surprises you and why. Continue
reading
Participation: (5 minutes)
Stop on page 10, second graders, stop and think about what your inner voice is saying
right now. When you think about your prior knowledge and what weve read, what
surprises you, give me a thumbs up when you have an idea.
Now, turn and tell your partner using the prompt this surprises me because (point to the
anchor chart, so the students have a visual reference)
To bring students back to focus; count down 3,2,1. Also, comment on I like how so and
so is ready to listen.
Comment on what students discussed. (Ex: I heard ---- talking about how this surprised
her because she knows)(If students are not surprised by anything during the TNT, say
you may not have something that surprises you on every page because we all have
different background knowledge)

Alyssa Toetz
24 Nov. 2014
Now, it is your turn to go off to readers workshop and react to parts of your own
informational book that surprise you and record it with a post it. Ill be coming around to
check in on your thinking.
When you come back to share I want you to come back with at least 1 post it starting
with the prompt this surprises me because (point to anchor chart)
Practice: (15 minutes)
Transition the students back to their book bins and spots they were at during independent
reading.
Students will practice using their informational book to think about their reactions to
what they are reading through thinking about what surprises them because of certain prior
knowledge they have, while I confer/assess with individuals.
Performance: (2 minutes)
Transition the students back to the carpet.
Either highlight or invite two students to share their post it on what surprised them while
reading and their prior knowledge that led them to be surprised.
Closure:
From now on remember that good readers react to what they are reading. You can think
about what surprises you when your reading and what your prior knowledge is that led
you to be surprised.
Transition to recess