Reading and Understanding Literature

Amanda Wade
K-2 English Language - Extended Standards for Special Needs

Common Core Standards:

Key Ideas and Details
RL.K2.1c Answer who or what questions to demonstrate understanding of text.
RL.K2.2c Retell or sequence two events from a story.
RL.K2.3c Recognize characters, settings or events in a story.
Craft and Structure
RL.K2.4c Identify words in a story, poem or song that suggest feelings.
RL.K2.5c Recognize the difference between real (informational), and a poem.
RL.K2.6c Match pictures or objects to identify who is telling a story.
Integration of Knowledge and Ideas
RL.K2.7c Use illustrations or concrete objects that relate to a story.
RL.K2.8c Identify two books that have similar characters or themes.
Range of Reading and Level of Text Complexity
RL.K2.9c Actively engage in supported grade- level/age-appropriate adapted literature materials.
Lesson Summary:
Students will follow along while the teacher reads aloud. They will be able to identify key characters and
events within the literature. Students will be asked to identify the difference between two pieces of literature.
Students will be able to illustrate or use existing illustrations to match the narrator to the story. Students will
also find a story that reminds them of the one the teacher has read and be able to identify two reasons relating
their choice.
Estimated Duration:
This lesson should take approximately 4.5 hours. We will spend about 35 minutes a day over the course of 10
days completing this task. The first week I will read the story to the class and ask them to follow along the best
they can in their books. Within that week we will work on identifying characters, events, and emotions.
Students will tell the teacher what they understand about the literature by giving the teacher examples of what
has happened in the story. The second week the students will hear a poem. They will be able to tell the
difference between the poem and story, they will be able to tell the teacher after a few short readings which
reading is a poem and the other a story. That week we will also work on matching previously made pictures or
illustrating their own pictures of the person they believe to be narrating the story. The last two days will be

focused on the students finding a story they think relates to the one we read together in class and telling the
teacher why they think its relates.

Commentary:
I plan to engage the students by telling the students an interesting story within the book and relating it to them
and then turning to the book to learn about the character I have introduced them to. Allowing them to socialize
after readings to talk about the literature weve covered. I think students will have difficulty paying attention to
details being read to them, expressing the differences of stories and poems, and relating the characters and
emotions of two stories.

Instructional Procedures:
Days 1:
First 10 minutes: Introduce the story by displaying illustrations from the literature and telling students that
were going to find out what these characters are up to.
Next 10 minutes: Read 2-3 pages from the literature (equivalent of 5-6 paragraphs).
Last 15 minutes: Ask students content related questions and discuss their thoughts on the story.
Day 2:
First 10 minutes: Review with students what was read the previous day.
Next 10 minutes: Read2-3 pages (equivalent of 5-6 paragraphs).
Last 15 minutes: Ask students content related questions and discuss their thoughts on the story, ask for
predictions of the story.
Day 3:
First 10 minutes: Review previously read portions of the story.
Next 10 minutes: Read2-3 pages (equivalent of 5-6 paragraphs).
Last 15 minutes: Ask students content related questions and help them tie together the details of the story.
Day 4:
First 10 minutes: Review with students what was read and discussed the day before.
Next 10 minutes: Finish the last 2 pages (4 paragraphs) of the story.
Last 15 minutes: Engage students in conversation about what happened throughout the story, compare their
predictions with the story ending.
Day 5:

First 10 minutes: Review the story with students.

Last 25 minutes: Identify the characters, important events, and different emotions within the story. Ask kids to
think about what they would do if they were the characters.
Day 6:
First 15 minutes: Do a review with the students of what we covered the week before
Last 20 minutes: Read a poem to the students and discuss the differences (in their own opinions) of poems and
stories
Day 7:
First 10 minutes: Read a second poem
Next 10 minutes: Read a short story
Last 15 minutes: Ask the students which reading was which type and have them explain why in their own
words.
Day 8:
First 15 minutes: Identifying the narrator of the story we spent a week on
Last 20 minutes: Make an illustration or use tools to demonstrate the narrator of the story and its emotions
Day 9:
First 15 minutes: Finish our illustrations or demonstrations of the narrator
Next 10 minutes: Sharing our pictures and reasons with each other
Last 10 minutes: Picking a short story (book) out of a selection of books the teacher has provided. Let the kids
take it home and review it with their parents.
Day 10:
First 10 minutes: Have students look at their chosen books
Last 25 minutes: Have the students express how their story is like the one we read together. Help them make
connections between emotions and characters.

Pre-Assessment:
I will ask students if they understand what emotions are, ask them to give me some examples, and then ask
them who would have these kinds of emotions. I will help them with prompts along the way as well. I will
read a short poem to them and ask if they know what I just read. If they do not know I will give a brief
overview and teach in depth during my lesson. I will take all their answers into consideration in order to
determine what material I need to spend more time on during my lesson.

Scoring Guidelines:
Scoring will be based on teacher judgment. I will decide if the students show satisfactory or
unsatisfactory level understanding of the criteria being covered in three categories: knowing a poem
versus a story, basic emotions and characters, and relating material. Based on the number of students in
each level of each category, I will be able to properly direct my teaching goals. I will continue to
monitor students for learning advancement throughout the week while we discuss in class what we
have learned from our reading and re-asking questions to see how their responses have grown every
few days so I know what my problem areas are.

Post-Assessment:
Students will have time to choose another book and tell me the characters, some emotions, and two events. I
will pass out a short 10 question quiz that asks students to identify the key points we covered during the
assignment. I will also ask that they explain in their own words what the difference between a poem and a
story is.
Scoring Guidelines:
I will grade the quizzes based on the correct answers for questions 1-8 and then the written answer of
the differences between poems and stories I will be worth 2 points. One point for each difference up to
two points.

Differentiated Instructional Support

Accelerated students who are seemingly bored with the assignment will be asked to identify and define the
emotions of three characters in the story each and give examples of those emotions/situations that would cause
them. They also will be asked to help their peers if any assistance is needed by their peers.
Students who are having difficulty with understanding terms or key points will be asked to team up with
students who clearly understand the concepts being taught. They will have an opportunity to take home a copy

of the story were studying and read it on their own to build understanding. I also will make an exercise sheet
where students can match the key term with its definition.

Extension
Kids will be able to use the iPads assigned to them to use this app to help them build understanding by
completing fun games.
Aesops Quest

In Aesops Quest, Aesop the Ant reads through stories, revealing clues that help him in his quest. Little readers
must remember important elements of each story to help Aesop along the way, developing reading
comprehension and cognitive reading skills in a really fun way.

Homework Options and Home Connections

Parents will have a letter sent to them explaining what topics we will be covering during this plan. Parents will
be asked to engage their kids in conversation about the story being read and will have a copy of our story to go
off of. This way parents are prepared to answer any questions their kids may have.

Interdisciplinary Connections
Our chosen story is about a boy flying a kite. In order to do so, He needs to know how much string to use
(math) and he needs to identify the way the wind is blowing and the weather pattern for a good day of flying
(science).

Materials and Resources:

For teachers

iPad, overhead projector, story copied on overhead sheets, overhead markers, access to
the copy machine, and wifi for the iPads

For students

iPad for each student, printed story for each student, printed poem for each student,
construction paper, blank white paper, colored pencils, crayons, and markers. Students
will need these supplies to complete illustrations, follow along in class, and take home
copy of the story being read.

Key Vocabulary
Story, Poem, Narrator, Character, Emotion, Compare, Differences, List, Define, Illustration, and Events.

Additional Notes