Laura McCormick Guided Reading Lesson Plan: TIME for Kids Thunderstorms Rational Students will take part

t in a small group read aloud reading the article, Thunderstorm. They will learn to become familiar with the concept of thunderstorms and will be able to ask questions and relate to them in the group. Students will demonstrate their understanding of the article by completing a worksheet on thunderstorms. Grade 2nd Standards 1. CCSS.ELA-Literacy.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. CCSS.ELA-Literacy.RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. 3. CCSS.ELA-Literacy.SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. CCSS.ELA-Literacy.SL.2.1a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and t9exts under discussion). CCSS.ELA-Literacy.SL.2.1b Build on others talk in conversations by linking their comments to the remarks of others. CCSS.ELA-Literacy.SL.2.1c Ask for clarification and further explanation as needed about the topics and texts under discussion

Objective o Students will be able to summarize and discuss with their classmates the article Thunderstorm! in an active read aloud. o Students will then be able to complete the worksheet with 80% accuracy demonstrating that they comprehended and understood the material. Procedure o Introduce the article to the students Engagement/Anticipatory Set: o Having the students look at the cover photo, have them say what the title of this article is called o How does this photograph make you feel? o What words would you use to describe it? o What words would you use to describe thunderstorms? Mentor-Teach and Model: o Have one student start off by reading the article out loud to the group o Have each student read two sentences and then rotate in a circle so that everyone has an opportunity to read. If they do not feel comfortable, they can say pass

After the third paragraph, stop and reflect. Ask the students, Can anyone raise their hand and tell me something new they learned about thunderstorms? o After the fourth paragraph: Can anyone tell me what the word moisture means? o Continue reading the article. o Read the Staying Safe section: Have a different student each time read what you should do, before, during, and after a thunderstorm. Guided Practice: o List four things that happen during a thunderstorm o Why can thunderstorms be dangerous? o What creates electricity? o How can being aware of the weather help people take care of themselves and others? o What can people do to stay safe before, during and after a thunderstorm? o If time: have students come up with their own rhyme to promote thunderstorm safety o Fast Fact-Thunderstorms are most common in spring and summer. They usually last for about 30 minutes. Independent Practice: o A thunderstorm Begins Worksheet o Have the students review each stage of a thunderstorm that is shown on the sheet o Then have them answer the questions below following along with the stages o I will walk around to assist students who may need help o If time, the students are encouraged to complete the All eyes on the sky section on the back of the article Materials o TIME Magazine Thunderstorm! o Worksheet- A Thunderstorm Begins AssessmentsStudents should be able to complete the worksheet at an 80% accuracy to demonstrate their understanding of the article Differentiation o Struggling Learners: Have the students pre-read the article before reading together as a group. Guide them to finding the correct answers o Advanced Learners: Have them also do a quick scan of the article. Encourage the students to complete the back page of the article if they have time.