Alyssa Toetz

5 Nov. 2014

ED 215R LESSON PLAN # 2:

Strategy Group: Asking and Answering Questions While Reading
Informational Text
RATIONALE FOR THE LESSON:
The second grade students in my field placement have been working on using informational text
features efficiently while reading. This lesson focuses on asking and answering questions while
reading through using the table of contents to find and locate information more efficiently. The
second graders in this classroom range in literacy development between the Early Readers Stage
and Transitional Readers Stage. This strategy group lesson focuses on the Transitional Readers
behavior of Understand, interpret and use illustrations in informational text. This strategy group
meets the different literacy needs because I will be taking the time to meet with a small group of
students to remodel and guide their understanding of using a table of contents while reading. The
students will also be given time to be able to practice this strategy on books at their own
independent reading levels during this strategy group lesson.

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.
CCSS 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.

For the Teacher:

Wisconsin Teacher Standard # 4: The teacher understands and uses a variety of instructional
strategies to encourage students development of critical thinking, problem solving, and
performance skills.
Performance:
The teacher uses multiple teaching and learning strategies to engage students in active
learning opportunities that promote the development of critical thinking, problem solving,
and performance capabilities and that help students assume responsibility for identifying
and using learning resources.

LEARNING OBJECTIVE:
The students will be able to use the informational text feature, table of contents, in order to locate
information that allows them to ask and answer their questions while reading.

ASSESSMENT:
I will take anecdotal notes to record student learning during the participation and practice portion
of the lesson. (use separate note taking sheet)
I will also have the student complete an I Wonder/ I Learned chart during the practice portion of
the lesson and will collect them once the strategy group lesson is complete. (attached)

Alyssa Toetz
5 Nov. 2014
STRATGIES FOR STUDENTS OF VARYING LEVELS OF DEVELOPMENT AND
IDENTIFIED LEARNING NEEDS:
This lesson is a multi level learning experience; therefore all students in the small group will be
able to actively engage in the learning. I will make sure to remodel how to use informational text
features to ask and answer questions as I interact with the small group of students.

MATERIALS:
Title: Tornado by Catherine Chambers (Non-Fiction)
Post-its
I Wonder/ I Learned chart

TOTAL TIME NEEDED:

25-30 minutes

PROCEDURES:
Introduction: (3 minutes)
(Set expectation for the group of students (4 specific students) to come over to the table and bring
a pencil and an informational book from their book bin)
You as readers have been learning ways to navigate through nonfiction books. Today we
are going to talk about questions we think of while we are reading. When we look
through a non-fiction book we immediately think of things we might want to know. One
way good readers can think of questions they want to know is through using the table of
contents. Does anyone know what a table of contents is? (lists the contents or what you
will find in the book and where it is located, can be through a page number)
Today I brought the book, Tornado, for us to work through and develop questions and
answers together.
Demonstration/ Participation: (10-12 minutes)
Lets look through the book, Tornado, together. (turn the pages slowly) Check out these
interesting pictures. Some things that I know about tornados is that whenever there is a
tornado warning my family and I go into our basement. Looking at this picture (stop on
page 5) I am wondering how tornados form such strong tunnels of wind.
Now, I would like you to write down a question of your own you might have on your post
it. Read and talk about the students questions in the small group.
Now, I will show you how to keep track of your questions in mind as you are reading. I
can use this chart to help me keep track of my questions. (Introduce the I Wonder/ I
Learned chart)
Now, lets try to answer some of the questions you wrote down. (Have the students attach
their post its to the chart)
Use my post it question or one of the students to demonstrate how to find the answer.
Now instead of looking through the whole Tornado book, I am going to use the table of
contents, which is very helpful when we have a specific question in mind.
Ill keep my question of, how tornados form strong tunnels of wind, in mind as I scan the
table of contents. (Thinking aloud as I scan) Oh! I see the title why do tornadoes
happen This could be helpful. Lets turn to this page (10) to see if we find the
information we need.

Alyssa Toetz
5 Nov. 2014
Read through the page aloud and model how to record the answer on a post it. Attach the
post it to the I Learned side of the chart.
Practice: (10 minutes)
I am going to give you your own I Wonder/ I Learned chart. You can use your own
informational book to ask and answer questions of your own. Remember to use the table
of contents to help you find information. I will be here to help. Take this time to guide
students if necessary and answer any questions.
Briefly have the students share a post it and their thinking.
Closure: (2 minutes)
You guys did a great job using your charts today. Remember you can use the table of
contents in your informational books to help you find and ask questions while you are
reading.