One Word from Sophia
The students will be able to demonstrate understanding of a story in deeper meaning. They will learn how to ask questions while reading a story to demonstrate their understanding of a text.
Essential Question
What type of questions can we ask as readers to better understand the text we are reading?
Grade(s):
- Kindergarten
- 1
- 2
- 3
Subject(s):
Recommended Technology:
-Computer
-Smart Board
Other Instructional Materials or Notes:
- Chart paper
- Markers
- ‘One Word from Sophia’ by Jim Averbeck
- classroom library including books on students reading level
- individual charts for students
- pencils
- crayons/colored pencils
Lesson Progression
- Students will begin the lesson on the carpet.
- The teacher will begin the lesson by reading the story ‘One Word from Sophia’ by Jim Averbeck. Before reading the story, the teacher will have a piece of chart paper with several columns. The title of the columns will be ‘Who, What, Where, Why, and How’.
- The teacher will explain each column to the students and discuss ways in which they could find out this information when reading the story.
- The teacher will guide students with the following questions- 1. Who are the characters in the story? What are they doing? Where does the story take place? Why are the events occurring in the story this way? How is Sophia going to convince her family?
- The teacher will read through the story, stopping every so often to talk with students and fill in the chart that they created.
- After the read-aloud, the teacher will review back over the chart that they created while reading the story, and then the students will have the opportunity to go back to their seats and choose a book that they have been reading to do their own chart. They can write words or draw images of the information they learn when reading their stories. Any information that they can receive on their own when reading is most important. During this time, the teacher will be walking around and conferring with students on what they are reading and scaffold students when completing the chart given.
- Students should be given 30-40 minutes to complete as much as the chart as they can. Once time is up, students will turn in their charts.
Teacher Notes
Students will be on various reading levels. Make sure there are a variety of books and on different reading levels.
Extension: Create a presentation to show the 5 W's. Students can share their presentation with the class.
Remediation: Students will practice asking and answering questions with a partner.
Individual Charts
View ResourceRead-aloud
View ResourceStandards
- ELA.F.4 Read and reread grade-appropriate texts with accuracy and expression at an appropriate rate to support comprehension.
- ELA.F.4 Read and reread grade-appropriate texts with accuracy and expression at an appropriate rate to support comprehension.
- ELA.1.OE.3 Make inferences to support comprehension.
- ELA.2.OE.3 Make inferences to support comprehension.
- ELA.AOR.8 Analyze word relationships and nuances in word meanings within literary and informational texts.
- ELA.3.OE.3 Make inferences to support comprehension.
- ELA.AOR.1 Evaluate and critique key literary elements that enhance and deepen meaning within and across texts.
Assessments
Students will be assessed during the questioning that takes place during the read-aloud. They will also be assessed during the time the teacher is conferring with each student. The charts that they complete on their own will also be taken up and used as an assessment.