Michelle Wegener

Grade Level: 1

1. Target Area:
a. Reading Comprehension/Strategy Instruction
2. Core Practice:
a. Facilitating individual reading conferences during reading workshop
3. Common Core State Standards:
a. CCSS.ELA-Literacy.RL.1.1
Ask and answer questions about key details in a text.
b. CCSS.ELA-Literacy.RI.1.2
Identify the main topic and retell key details of a text.
c. CCSS.ELA-Literacy.RI.1.7
Use the illustrations and details in a text to describe its key ideas.
4. Rationale:
While reading with the students, I have found that majority of our children are successful at
reading the words they see on any given page, but when it comes to being able to recall specific
details within the story being read, sometimes there is a disconnect. All reading is done for a
purpose, whether it is to learn how to do something, to gain information about a specific topic, or
even simply because it is something you enjoy doing. If a child does not have the strategies to
retain and recall the information he/she reads, the purpose for reading becomes lost. My goal is
to teach some strategies to help show students what to think about while reading and looking at
pictures within a story to help them understand and remember what they are reading.
5. Objectives:
a. Students will identify the main idea of a grade level appropriate selection by identifying 23 key details.
b. Students will identify cause and effect in a grade level appropriate text by recalling at
least one thing from pictures or text that supports their point.
c.

Students will describe the characters and setting of a grade level appropriate selection or
supplemental text by using key details of the story to describe them.

6. Differentiated Instruction:
Reading Street provides leveled readers as well as decodeable readers. While the students are
working in guided reading groups, those that are below level will be working with a story in their
decodeable reader that demonstrates main idea/details and cause/effect. The students that are
on level and above level will be reading out of the appropriate leveled readers. We have four
students that are in an advanced guided reading group. Those students will be reading out of a
literature book and discussing main idea, key details, and cause and effect based on stories in
the book.
The content will be presented in a number of ways. First, I will present information through a
whole group discussion. I will then create a written form of the concept, whether its showing how
to complete a graphic organizer or showing connections through writing (ex: creating a concept
map or words with arrows connecting each other for meaning). There are also videos and games
on RS that are great for children to watch and interact with that are based around the main
concepts taught during the week. This will help children of many different learning mediums to
learn and understand the information and concepts.

Day 1

Day 2

Day 3

Day 4

Day 5

Unit Objective:
Students will identify
the main idea of a
grade level
appropriate selection
by identifying 2-3
key details.

Unit Objective:
Students will identify
the main idea of a
grade level
appropriate selection
by identifying 2-3
key details.

Unit Objective:
Students will identify
the main idea of a
grade level
appropriate selection
by identifying 2-3 key
details.

Unit Objective:
Students will identify
the main idea of a
grade level
appropriate selection
by identifying 2-3
key details.

Unit Objective:
Students will identify
the main idea of a
grade level
appropriate selection
by identifying 2-3
key details.

Todays Learning
Target:
I can identify what a
main idea and key
details are in a story

Students will
describe the
characters and
setting of a grade
level appropriate
selection or
supplemental text by
using key details of
the story to describe
them.

Students will describe

the characters and
setting of a grade
level appropriate
selection or
supplemental text by
using key details of
the story to describe
them.

Todays Learning
Target:
I can identify the
main idea by
identifying key
details

Students will
describe the
characters and
setting of a grade
level appropriate
selection or
supplemental text by
using key details of
the story to describe
them.

Instructional
Practices/Format:
Read aloud
Whole group
Model of main
idea puzzle

Todays Learning
Target:
I can identify the
main idea by using
key details
Instructional
Practices/Format:
Whole group
Partner discussion

Assessment:
Checklist and notes
of participation and
answers given

Assessment:
Anecdotal records of
ideas on key details
and the main idea
based on those
details.

Criteria:
Correctly identifying
key details and main
idea in story.

Criteria:
Student identifies a
character, setting, or
key detail that
contributes to finding
the main idea as well
as identifying the
main idea

Teaching Notes:
RS Pecking Hen
125b
Puzzle graphic
organizer

Teaching Notes:
RS 128-37
Dry erase graphic
organizer

Todays Learning
Target:
I can use details to
describe the
characters and
setting of a story

Todays Learning
Target:
I can identify the key
details and main
idea of a story

Instructional
Practices/Format:
Read Aloud
Partner work

Instructional
Practices/Format:
Read aloud
Individual work
Whole group

Instructional
Practices/Format:
Individual work

Assessment:
In partners, students
will create a list of
characters and
settings from the
story and share a
detail about each
person/place on their
list
Criteria:
Students can
correctly identify the
characters/settings
and at least one detail
about the given
character/setting

Assessment:
Students will listen to
a how-to article and
draw their
designated detail
from the how-to
article read. (4 steps
in the article, 4
tablemates)
Criteria:
Students final puzzle
pieces, when put
together, will show a
twig, twig dipped in
peanut butter or just
peanut butter, twig
covered in seed or
just bird seed, and a
twig clipped to a
branch on a tree.
Teaching Notes:
RS 142-143
Blank puzzle
pieces
Number identifiers
for each table

Summative
Assessment:
Students will
individually reread
Get the Egg in their
RS book and then fill
out the graphic
organizer

Teaching Notes:
Chrysanthemum
Clipboards
Blank paper

Criteria:
Students will identify
at least 3 key details
and the main idea
from the reading

Teaching Notes:
Graphic organizer
print out

Day 6

Day 7

Day 8

Day 9

Day 10

Unit Objective:
Students will identify
cause and effect in a
grade level
appropriate text by
recalling at least one
thing from pictures or
text that supports
their point.

Unit Objective:
Students will identify
cause and effect in a
grade level
appropriate text by
recalling at least one
thing from pictures or
text that supports
their point.

Unit Objective:
Students will identify
cause and effect in a
grade level
appropriate text by
recalling at least one
thing from pictures or
text that supports
their point.

Unit Objective:
Students will identify
cause and effect in a
grade level
appropriate text by
recalling at least one
thing from pictures or
text that supports
their point.

Unit Objective:
Students will identify
cause and effect in a
grade level
appropriate text by
recalling at least one
thing from pictures or
text that supports
their point.

Todays Learning
Target:
I can define cause
and effect

Todays Learning
Target:
I can define cause
and effect after
rereading a previous
story

Todays Learning
Target:
I can identify cause
and effect within a
nonfiction story

Todays Learning
Target:
I can identify cause
and effect within a
fiction story

Todays Learning
Target:
I can listen to a story
and identify the
cause and effect

Instructional
Practices/Format:
Whole group
Cause/Effect
picture
Read The Fox
Family
As group, fill out
graphic organizer

Instructional
Practices/Format:
Whole group
discussion

Instructional
Practices/Format:
Guided reading
Discussion
identifying cause
and effect within
story
Fill out a graphic
organizer

Instructional
Practices/Format:
Read aloud
Partner
discussion and
work

Instructional
Practices/Format:
Whole group
discussion with
students at desks
Read passage
Discuss after
students fill out
cause/effect
question sheet

Assessment:
Anecdotal records
of discussion
about identifying
cause and effect in
pictures and in text

Assessment:
Reread previous
story
Draw one story
event
Draw the cause of
that event
Label cause and
effect
Criteria:
Able to identify
cause and effect in a
previously read story

Assessment:
Checklist of who is
participating within
the discussion take
notes on those with
misconceptions

Assessment:
In partners, students
will fill out a graphic
organizer to show
various causes and
effects

Summative
Assessment:
Individually, students
will complete
cause/effect graphic
organizer just like
the one they saw
Day 6

Criteria:
Correctly identifying
cause and effect in a
nonfiction story

Criteria:
Correctly identify
cause and effect in a
fiction story

Teaching Notes:

Teaching Notes:
Read Animal Park in
RS 154-161

Teaching Notes:
The Day Jimmys
Boa Ate the Wash

Criteria:
Correctly identifying
a cause and its
effect found within
the story.
Teaching Notes:
An If you give..
book
Cause/effect graphic
organizer

Criteria:
Able to define cause
and effect
Teaching Notes:
The Fox Family
151b
Cause/Effect
Graphic Organizer