Subject: Reading Comprehension

Grade Level: 2

Duration 50 mins

Learning Objectives:

 Students will be able to identify the main characters and setting of the story "The
Red Riding Hood."
 Students will be able to retell the key events of the story in sequential order.
 Students will be able to answer simple comprehension questions about the story.

Materials:

 Large picture book version of "The Red Riding Hood" with clear illustrations
 Chart paper or whiteboard
 Markers/crayons
 Sentence strips with key vocabulary words (optional)
 Character pictures (Red Riding Hood, Grandma, Wolf, Mother) (optional)

Differentiation:

 Provide graphic organizers with pictures to help students sequence the story.
 Pre-teach vocabulary words before reading.
 Offer students choices in how they demonstrate understanding (drawing, acting
out scenes).
 Allow students to partner read or listen to the story being read aloud.

Procedure:

Introduction (5 minutes):

1. Show and Tell: Show the cover of the book "The Red Riding Hood" and ask
students what they think the story might be about. Briefly discuss the title and the
picture.
2. Activate Prior Knowledge: Ask students if they know any other fairy tales.
Briefly discuss elements of fairy tales (good vs. evil, magic, etc.)

Instruction (20 minutes):

1. Shared Reading: Show large pictures from the book one at a time. Read the
corresponding text slowly and expressively, emphasizing key vocabulary words.
 2. Stop and Think: Pause at key points in the story to ask questions that check for
understanding.
o Example: Who is Red Riding Hood going to visit? Why is she carrying a
basket?
3. Vocabulary Support: Point to or display vocabulary words during the reading
and discuss their meaning.
o Example: What does “forest” mean? Can you show me the forest in the
picture?
4. Character Identification: Use the pictures to introduce and discuss the main
characters (Red Riding Hood, Grandma, Wolf, Mother). You can use character
pictures to aid in this process.

Guided Practice (15 minutes):

1. Sequencing: Reread the story (or have students re-read silently). Together,
create a simple story map on the chart paper or whiteboard. Use pictures or
sentence starters to help students identify the main events of the story in order
(e.g., Red goes to Grandma’s house, Wolf meets Red, Wolf tricks Red).
2. Comprehension Check: Ask simple comprehension questions that require
students to recall details from the story.
o Example: What color was Red Riding Hood’s cloak? Where did Red meet
the Wolf?

Independent Practice (10 minutes):

1. Differentiated Activities: Offer students a choice of activities to demonstrate

their understanding of the story.
o Option 1: Students can draw their favorite scene from the story.
o Option 2: Students can write a few sentences about what happened in the
story. (Provide sentence starters for additional support)
o Option 3: Students can act out a scene from the story with a partner.

Closure (5 minutes):

1. Review: Briefly review the main points of the story and the characters.
2. Exit Ticket (optional): Have students answer a simple question about the story
to assess their understanding.

Assessment:

 Observe student participation during shared reading and discussions.

 Review student responses to comprehension questions.
 Evaluate student performance on the independent practice activity.

Adaptations:
  This lesson plan can be adapted for students with a wider range of learning
disabilities.
 For students who need additional support, provide more scaffolding during
instruction, such as sentence starters or fill-in-the-blank activities.
 For students who work ahead, offer them a challenge activity, such as writing a
different ending to the story.

Learning Objectives:

 Students will able to

 predict story events based on pictures and titles.
 identify characters and their actions.
 answer comprehension questions about the story.
 retell the story in their own words.

Materials:

 Large picture book of "Red Riding Hood" with clear illustrations

 Chart paper or whiteboard
 Markers/crayons
 Sentence starters for retelling (e.g., "First, Little Red Riding Hood..." "Then, the
wolf...")
 Optional: Red Riding Hood hat (for role-playing)

Procedure:

Before Reading (10 minutes):

1. Activate Prior Knowledge: Show the cover of the book and ask students: "What
do you see on the cover?" Elicit details about the characters and setting. Briefly
discuss what a "riding hood" might be.
2. Picture Walk: Slowly flip through the book, stopping at key pictures. Ask
students to predict what might happen next based on the illustrations.
3. Vocabulary Preview: Introduce any challenging words (e.g., basket, forest,
woodsman) Write them on the chart with simple definitions and pictures.

During Reading (20 minutes):

1. Shared Reading: Read the story expressively, pausing at key points to ask
questions that target main ideas and details (e.g., "Where is Little Red Riding
Hood going?" "Why is the wolf surprised?").
2. Check for Understanding: Throughout the reading, use gestures, facial
expressions, and voice variations to keep students engaged. Summarize short
sections to ensure comprehension.
3. Repetition: Reread challenging sections or allow students to echo read specific
phrases.
After Reading (20 minutes):

1. Comprehension Check: Use a mix of question formats (multiple choice,

true/false, open-ended) to assess understanding. Encourage students to use the
pictures for reference.
2. Retelling the Story: Provide sentence starters on the board or use a graphic
organizer to guide students in retelling the story chronologically. Students can
take turns or work in pairs.
3. Role-Playing (Optional): Have students role-play key scenes (e.g., Little Red
and the wolf meeting in the forest) to reinforce understanding and character
traits.
4. Differentiation: For students who need additional support, provide picture cards
to sequence the events of the story.

Closure (5 minutes):

3. Review: Briefly review the main points of the story and the characters.
4. Exit Ticket (optional): Have students answer a simple question about the story
to assess their understanding.

Assessment:

 Observe student participation during shared reading and discussions.

 Review student responses to comprehension questions.
 Evaluate student performance on the independent practice activity.

Adaptations for Learning Disabilities:

 Provide preferential seating: Allow students to sit in a location that minimizes

distractions.
 Offer breaks: Schedule short breaks throughout the lesson to allow students to
move around.
 Use manipulatives: Provide physical objects (e.g., red construction paper for
the hood) to represent characters and story elements.
 Shorten the text: Use a simplified version of the story or focus on specific
sections.
 Offer audio recordings: Allow students to listen to the story while following
along with the text