Title – Connecting through Reading

By – Samantha

Primary Subject – Language Arts

Grade Level – 2

Florida Sunshine State Language Arts Standards:

• LA.2.2.1.5: The student will respond to various literary selections (e.g., biographies, poetry, fables, folk tales, legends), connecting text to self (personal connection), text to world (social connection), text to text (comparison among multiple texts);
  
• LA.2.1.7.3: The student will summarize information in text, including but not limited to main idea, supporting details, and connections between texts;

Materials:

• 
  7 Silly Eaters
  
  by Mary Ann Hoberman
  
• Sticky notes
  
• Pens or pencils to write with
  
• Talking sticks – 1 per group (just a popsicle stick that is decorated)

Procedure:

• The teacher asks the students “Does anyone have brother or sisters?” After allowing the students to answer by thumbs up or thumbs down, the teacher asks “Does anyone have more than six brothers and sisters?” The students should again answer using thumbs up for yes and thumbs down for no. The teacher then tells the students that today she will be reading a story to them about a family that has seven children. The teacher reminds the students that if they have siblings, that is one connection that they can make with the book to their personal experiences. The teacher will also remind the students that if they do not have siblings, but they know of people who have siblings, that is also a connection, but a connection to the world around them.

• The teacher shows the students the cover of the book and asks, “What do we think will be happening in the book based on what the illustrator has drawn on the cover?” The students are given 1-2 minutes to make predictions on what the book will be about.

• The teacher then reads the book to the students while showing all of the pictures. The teacher stops after the children in the book have hidden their mess in the oven. The teacher asks, “What do you think will happen to the mess they put in the oven?” Then the teacher continues reading until the end of the book.

• The teacher passes a sticky note out to each of her students. The teacher asks the students, “Please write a short summary of the book that we just read. Your summary should be a sentence or two about the important parts of the book.” Allow the students 2-3 minutes to write their summaries.

• The teacher monitors the students to ensure that they are all paying attention to the book being read. The teacher looks for the students to make logical predictions based on the words and the picture in the book as to what is next. The teacher circulates in the room during the next activity to read each student’s summary and address any students who may not have understood the book.

• The students are then asked to place their sticky note on their desk as they sit down.

• Students are asked to use their reading journals to write the following:
  • 1 connection between an experience that you have and what happened in the book
    
  • 1 connections that you can make between the book and something that is common in the world

• The teacher then circulates the room to ensure that all students understand how to make connections and that all students have written a summary on their sticky notes. Students who have not written a summary of the book will be addressed by the teacher to check for understanding and get help writing a summary.

• Students will be asked to share at their tables the summaries of the book that each member has written. Each student will also share the connections that they made from their journals. The students will be using the “Talking Stick” to denote who has the floor. When the students have finished their sharing, the last person to share will collect all of the reading journals and place them on the teacher’s desk to be reviewed.

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Samantha

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