In this third day of a ten-day lesson sequence using "Cloudy with a Chance of Meatballs," students are closely re-reading a portion of the story and focusing on the structure, text features, and vocabulary. Students participate in partner and whole class discussion as well small group work, all focused on text-dependent questions and tasks. The lesson shows strong examples of Core Action 1 and 2.
Addresses ELA/Literacy Common Core State Standards: 2.RL.1, 2.RL.7, 2.SL.1, 2.SL.2, 2.SL.3, 2.W.8
Inferences Using Illustrations (Levitt)Download
1A: The teacher establishes that students will be determining key details and reading closely. Students are comfortable with this vocabulary and language.
1A, 1B, 1C: The students clearly define "close reading" together. The teacher clarifies that they have already read the text twice. During this first portion of the lesson the teacher rereads a section of the text, "Cloudy with a Chance of Meatballs," which is quantitatively appropriate text for 2nd grade, and is especially rich in vocabulary and text features (illustrations).
2A, 2B: The teacher uses text dependent questions that are designed to help students build understanding. In this interaction, the teacher asks students, "Who is telling the story now, and how do you know? Tell me why."
1C, 2A, 2B: Students use both the text and illustrations to build understanding. A student notes evidence in the picture and shares what she notices with the whole class. The teacher reminds students that good readers use the text and illustrations to read closely, and another student builds on the first student's ideas. This text exhibits exceptional craft; students use the illustrations to make infernos and deeply understand the text as a whole.
2A: The teacher directs students to work in small groups to speak and write about the text in order to build their understanding of key portions of the text. Students define breakfast. lunch, and dinner using evidence from the text to explain how each of these meals affected the town of Chewandswallow.
3A, 3D: The teacher provides all students the opportunity to engage in the task. In this portion of the lesson, the teacher works with various student groups through redirecting and supporting to ensure they are all working collaboratively to complete a series of text-dependent tasks.
2A, 2B, 3A: The teacher regularly asks that students use evidence from the text to build or extend their answers. During small group work time, the teacher provides all students will a cue: "Maybe look at this… how that affects the people for their breakfast...." and indicates the book illustration they should use. Student quickly engage in the rigorous question and make inferences about the characters, attending to details in the text.
2A, 2D: Students use evidence they gathered during their small group work to make inferences on the positive and negative impacts of the weather on Chewandswallow. The questions take students more deeply into the text and illustrations.
3D: When the students struggle to make strong inferences, the teacher adjusts, switching to small group conversation and working with a couple of groups. She allows the students to persevere by providing a follow-up question and more time to think and collaborate.
2A, 2B: The students consistently return to the text to to build their understanding. In this interaction, a student makes an inference using a different portion of the text and the teacher highlights her ability to recall and make connections.
2A, 2B, 2D: The teacher continues her sequence of questions, She asks students, "How did the people of Chewandswallow handle the effects of the weather?" and re-reads a section of the text. Various students answer with evidence from different portions of the text, using academic vocabulary and making connections to other subjects; one student notes that the people in the book were composting.
2C: Teacher asks vocabulary questions to focus on key terms in the text. In this portion of the lesson, the teacher highlights a portion of text and prompts students with, "Let's expand our vocabulary. What does sprinkled mean?" Students discuss in small groups the meaning of the word sprinkled, using the text t refine their understanding.
2C, 3A: The class works together to build and extend vocabulary. The teacher asks, "Who can defend that by looking at the illustration?" in order to prompt students to use evidence from the text illustration to help build their vocabulary. After sharing with partners, a student shares with the class how she used illustrations to better understand what a drizzle is.
2C:The teacher supports students to use the text and illustrations to build vocabulary. In this portion of the lesson, the teacher rereads a portion of text, focusing on the word "drizzle" and prompting her students to, "talk to your partner on how you can extend the word drizzle." A student says, "You can see it, stop by drop, falling," using the illustration to extend knowledge of the word.
2C: The class discusses the phrase "gradual clearing." The teacher supports students as they use the illustration to understand this phrase. They attend to the details in the picture and the teacher prompts, "What do you notice?" rather than giving them any answers.