Shared Reading Lesson Plan

Shared Reading Lesson Plan Format
Your Name: Ms. Towne

School: Killybrooke Elementary
Date of Lesson: October 22, 2015

Grade Level: 2
Master Teacher: Mrs. Leysen

Title of Text Used for This Assignment: Cows Cant Fly
Lesson was reviewed with MT
yes - X no
1) CCSS:
A. RL.2.1: Ask and answer such questions as who, what, where,
when, why, and how to demonstrate understanding of key details
in a text.
2) Objectives: Students will be able to analyze the story to be able to
answer questions about the text.
3) Tools/Resources/Supplies:
A. Cows Cant Fly giant book
B. Document camera
C. Writing/drawing worksheet
D. Character/Setting/Favorite Part activity
4) Assessment Activity: My main objective is for my students to be able to
identify the characters, setting, and the main idea of the text. I will have
them do an activity worksheet that has the character, setting, and
favorite part on it, so they will have to pay attention to the story in order
to complete this activity.
5) Plans to differentiate: (give a brief explanation for each area
separately): [TPE 6, 7, 8, 12]
ELs: I will make sure to speak slowly and clearly so they may
understand and comprehend what I am teaching.
Students with special needs: After I give the lesson, I will work with
the students with special needs at a separate table to make sure they
understand what the objective of the lesson is.
GATE: There are no GATE students in this classroom. If I had GATE
students, I would make sure they had extra worksheets to work on or I
could let them read silently and take AR quizzes until I was done
teaching and helping the rest of the students.
6) Summary: In this lesson I will, read Cows Cant Fly for my students. The
first time I will read the story straight through without any interruptions.
The second time through, I will ask the students questions that
demonstrate their understanding of the book and the important details.
This is the time that I will be taking questions from the students. I will be
stopping my reading periodically to question the students on what they

just read or will predict in the coming pages of the story.
After I have finished reading the book twice to the students, I will ask
them to go back to their seats as I hand out an activity flip book that
allows them to draw a picture and write a sentence for the character,
setting, and their favorite part of the story. When the students are finished
with their activities, I will collect the papers for my record keeping. If there
are any students that are finished early, I will have a coloring and writing
page that will include a writing prompt from the book that allows them to
get creative and think analytically about the book.
7) Procedures (list possible questions for each section, provide all the
information necessary for another teacher to duplicate your lesson.) [TPEs
2, 3, 5, 6, 11]
A. Enjoy the Experience (Introducing the Text) [TPE 4, 5, 6, 7,
10,11]
Friends, please join me at the carpet. I am going to read
you a story. I will wait while the students transition from
their desks to the reading carpet. I will walk over to the
reading carpet and sit on the chair in the corner. The giant
book will already be positioned by the teachers chair in
the reading carpet. Today, I am going to be reading the
book Cows Cant Fly by David Milgrim. Can anyone guess
what the book is going to be about by looking at the front
cover picture? I will gesture to the front cover picture and
wait while the students answer my question. Friends, I am
going to read the book through once, and I do not want any
talking. That means voices are off and eyes are on me.
When I am reading this book, I want you to be thinking
about the setting of the story and who the characters are.
I will then begin to read the book through once without
interruption.
B. Talk about the Experience (Responding to the Text) [TPE 1,
2, 6, 7, 10, 11]
Okay friends, I am going to read the book once more, but
this time, I am going to stop to ask questions and answer
your questions and comments. I will wait until all students
have calmed down and are focused on me before I begin
reading for the second time.
I will then begin reading the book from the beginning. Here
is a list of the questions I will be asking throughout the
book.
Why do you think the boys dad did not like him
drawing flying cows? (Page 6)
What do you think the word fluttered means in the
context of the sentence? (Page 15) I will have them
talk to their elbow partner about what they think the
meaning of the word is, and then I will call on a few
groups to share their answer with the class.
Why doesnt anyone believe the cows are flying?
(Page 23)
What would have happened if the people looked
up? (Page 25)
What is the boy drawing? (Page 29)
What do you think is going to happen when the boy
finishes drawing his dog? (Page 29)
C. Remember the Experience (Extending the Text) [TPE 5, 6,
7, 10, 11] (This step is not always done during a Shared Reading
Lesson but is required for this lesson. The lesson must include
an assessment/student work and must be linked to the main
objective.)
This is an activity that gets turned into a flip book. You will
need scissors, a pencil, and crayons. I will model how to
do the activity on the document camera for the students to
see. I will be walking around the room taking a formative
assessment of the students progress and seeing if anyone
needs help. If there are students who finish the assignment
before the lesson is over, I will give them a worksheet with
a drawing box on the top and writing lines on the bottom. I
will tell them, Respond to the writing prompt and draw a
picture about what you wrote.
If we run out of time, I will tell them, Go ahead and put
your worksheet in your May Do folder. You may finish it
when you have extra time.

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Shared Reading Lesson Plan Format

Your Name: Ms. Towne

Date of Lesson: October 22, 2015

Master Teacher: Mrs. Leysen

stopping my reading periodically to question the students on what they

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