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Lesson plan

Lesson 2 - Close Read-aloud, Session 1: Fossils, Page 7

teaches Common Core State Standards SL.2.1.a http://corestandards.org/ELA-Literacy/SL/2/1/a
teaches Common Core State Standards L.2.1.a http://corestandards.org/ELA-Literacy/L/2/1/a
teaches Common Core State Standards SL.2.1 http://corestandards.org/ELA-Literacy/SL/2/1
teaches Common Core State Standards RI.2.4 http://corestandards.org/ELA-Literacy/RI/2/4
teaches Common Core State Standards RI.2.5 http://corestandards.org/ELA-Literacy/RI/2/5
teaches Common Core State Standards RI.2.1 http://corestandards.org/ELA-Literacy/RI/2/1

Lesson 2 - Close Read-aloud, Session 1: Fossils, Page 7

To learn more about this lesson, read the Lesson 2 Narrative found under the Additional Materials tab.

Daily Learning Targets

  • I can use text features to learn more about fossils. 
  • I can discuss evidence from observations of photographs with my group to sort fossils and non-fossils. 

Ongoing Assessment

  • During the close read-aloud in Work Time A, use the Reading Informational Text Checklist to track students’ progress (see Assessment Overview and Resources).
  • In Work Time B, monitor students’ use of the discussion norms. Refer them to the Classroom Discussion Norms Anchor Chart when giving support.

Purpose of Lesson

  • Students engage with using collective nouns in the Opening through the use of the poem “A Group of Dinosaurs, Version 1.” This lesson is the first of four that focus on teaching students to form and use collective nouns.
  • In this lesson, students practice using text features and determining word meanings while examining small sections of the text read aloud.
  • In this lesson, students participate in a hands-on experience to demonstrate their understanding of what a fossil is. With a group, students sort pictures into groups of fossils and non-fossils and will discuss their observations of a picture they have chosen as a fossil.
  • In this lesson, students break down the definition of responsibility and reflect on one aspect of the definition, taking ownership of our space.

In Advance

  • Prepare:
    • Chart paper to create the Collective Nouns Anchor Chart during the Opening with students. Complete the first column (singular nouns) before the lesson.
    • Fossils Word Wall card for clues. Write or type the word on a card and create or find a visual to accompany it.
  • Preview the Close Read-aloud Guide: Fossils to familiarize yourself with what will be required of students. Note that the Close Read-aloud Guide is divided into sessions. Complete only Session 1 in this lesson, as students will complete the remaining sessions in Lessons 3-6.
  • Determine small groups of five or six students to work together to sort photos in Work Time B.
  • Consider distributing materials for Work Time B (Fossil T-chart, Fossil Photo Sheet, scissors, glue, and paleontologist’s Notebook) to ensure a smooth transition.
  • Post: Learning targets and applicable anchor charts (see materials list).

Vocabulary

  • Lesson-specific: collective noun, observation, inference
  • Text-specific: table of contents, chapter title, history, caption, clues, evidence, fossils

Materials

  • “A Group of Dinosaurs,” Version 1 (one to display)
  • Collective Nouns Anchor Chart (new; co-created with students during the Opening; see supporting materials)
  • Collective Nouns Anchor Chart (answers, for teacher reference)
  • Close Read-aloud Guide: Fossils (Session 1; for teacher reference)
    • Fossils (one to display; for teacher read-aloud)
    • Reading Informational Text Checklist (for teacher reference; see Grade 2: Module 2 - Assessment Overview)
  • Fossils Word Wall Card (new; teacher-created; one)
  • Fossils Word Wall (begun in Unit 1, Lesson 1; added to during Work Time A)
  • Fossil Photo Sheet (one per group)
  • Fossil T-Chart (one per group)
  • Scissors (one pair per group)
  • Glue stick (one per group)
  • Paleontologist’s Notebook (from Unit 1, Lesson 10; page 5; one per student)
  • Paleontologist’s Notebook (Example, For Teacher Reference) (from Unit 1, Lesson 10)
  • Working to Become Effective Learners Anchor Chart (begun in Lesson 1; for teacher reference)