September 2, 2018
|
By Jasmine Gibson

EL Support Lesson

Finding the Key Details

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This lesson can be used as a pre-lesson for the Goldilocks and the Three Bears: Key DetailsLesson plan.
This lesson can be used as a pre-lesson for the Goldilocks and the Three Bears: Key DetailsLesson plan.
Academic

Students will recall and comprehend key details and the story message.

Language

Students will be able to recall key details from a fiction text with grade level words using visual and written supports.

(2 minutes)
  • Display the read aloud text for today's lesson to the class.
  • Tell the class the title of the book and ask if they have any ideas or prior knowledge of what the book might be about. You can ask guiding questions. For example:
    • What other stories have you read about similar characters?
    • What does "mistaken identity" mean?
    • What things do you notice on the cover of this book?
  • Record student thinking under the K column of a pre-written and posted KWL chart on the board.
(8 minutes)
  • Introduce the tiered vocabulary words using the vocabulary cards and glossary.
  • Have students practise using the new vocabulary words by turning and talking to a partner using the sentence starter, "The ____Means ____."
  • Explain that today students will practise finding key details in a read-aloud text using a KWL chart for support.
  • Point to the KWL chart. Explain that the K means "What I already know," the W means, "What I wonder," and the L means, "What I have learned."
(10 minutes)
  • Read aloud one half of the book, Knuffle Bunny Too: A Case of Mistaken Identity.
  • Pause midway through the text and ask the students to think about the key details that they have learned so far. You can ask guiding questions to prompt student thinking. For example:
    • Who is the main character?
    • Where is the setting or where does the story take place?
    • What is the problem in the story?
    • How do you know?
  • Ask students to think about additional questions they have about the story. Invite students to turn and talk to share the things they wonder with a partner.
  • Have students share out with the class and record their thinking on the W portion of the KWL chart.
(15 minutes)
  • Read the rest of the story.
  • As you read, pause to note additional key details in the story.
  • Have students turn and talk to share what they have learned about the story using the sentence starter, "I learned ____."
  • Pass out papers to the students and have them write an L at the top of their page. Then have them independently write or draw 2–3 key things that they learned from the story.

BEGINNING

  • Read an additional story with students and practise identifying key details from the beginning, middle, and end of the story.

ADVANCED

  • Encourage students to write longer and more complex sentences about the key details in the story.
(2 minutes)
  • Informally assess understanding as students are sharing their thinking to check if they are able to identify key details from the text.
  • Collect student work samples and assess if students were able to identify key details in the text while recording what they learned.
(3 minutes)
  • Gather the class and have students share out one key detail they learned from the text. Record the ideas on the classroom KWL chart.
  • Have students further reflect on the lesson by turning and talking to a partner to answer the sentence starter: "I learned ____Today."

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